The Effects of Computer-Assisted Instruction on Mathematics Achievement in China: A Meta-Analysis

• In Event: Marriott Roundtable Session 39
  In Roundtable Session: Program Evaluation in Schools in International Settings: Examples From Brazil, Germany, and China

Abstract

This meta-analysis examined the effect of computer-assisted instruction (CAI) on mathematics performance in China. Using rigorous inclusion criteria, we identified 33 qualifying studies, covering 13,171 students in grades 1-12. They produced a moderate overall effect (ES=+0.35) in comparison to traditional instruction. Of the various types of CAI, Cooperative-CAI and Inquiry-CAI had the largest effects (ES= +0.53 and +0.47, respectively). This finding seemed to support the logic behind the recent curriculum reform in mainland China. That is, CAI produced better results when combined with new teaching models. Supplemental-CAI and Transmission-CAI, however, are more cost-effective. The impact of other substantive and methodological study features on the variation of effect sizes by moderator analysis and meta-regression analysis are also discussed.

Authors

• Chen Xie, The Chinese University of Hong Kong

• Alan Cheung, The Chinese University of Hong Kong

• Wilfred W.F. Lau, The Chinese University of Hong Kong