Effectiveness of Technology Integration on Secondary Mathematics Students’ Achievements in Formal Classroom Settings: A Meta-Analysis

• In Event: Meta-Analyses and Systematic Reviews

Abstract

This meta-analysis reports the overall weighted average effects of technology integration on secondary students’ mathematics achievements and explores moderator variables to explain how technology integration leads to positive effects, using 24 effect sizes from 21 studies. Findings indicated: 1) the random effects weighted average effect size for achievements showed the significant effects of technology integration (g=0.935, p<0.001); 2) moderator variable analysis revealed four significant moderators (SAMR model (QBET=9.17, p<0.05), pedagogical uses of technology (QBET=9.66, p<0.01), grade level (QBET= 8.29, p<0.01), length of technology integration (QBET= 8.19, p<0.05)): mathematics learning is best supported when students are immersed in creative environments where technology is redefined and provides cognitive support for over 8 weeks.

Authors

• Yimei Zhang, McGill University

• Brandon Beneche, McGill University

• Hongwei Xie, McGill University

• Jie Gao, McGill University

• Xiaoshan Huang, McGill University

• Yiran Lin, McGill University

• Mengqian Wu, McGill University

• Sasha Li, McGill University

• Nikki G. Lobczowski, McGill University