The Effect of Computer Technology Interventions on Low-Performing Students' Mathematical Achievement in K–12: A Meta-Analysis

• In Event: Technology and Mathematics

Abstract

Unlike previous reviews, this meta-analysis examined the impact of computer technology (CT) on mathematical achievement, with a special focus on low-performing students. A total of 45 independent effect sizes extracted from 31 studies were included in our analysis involving 2044 low-performing students in K-12 classrooms. Consistent with recent reviews, this review suggested that CT produced a statistically significant and positive effect (d=0.56) on low-performing students’ mathematical achievement. Of four types of CT, mathematical visualization showed the largest effect on low-performing students’ mathematical achievement (d=0.86), followed by tutoring (d=0.80), game-based (d=0.58), and computerized practice (d=0.23). Furthermore, other study features were found to significantly moderate the CT effects on students’ mathematical achievement.

Authors

• Hua Ran, University of Miami

• Murat Kasli

• Soyeon Ahn, University of Miami

• Walter G. Secada, University of Miami, SEHD