A Quantitative Synthesis of Outcomes of Educational Technology Approaches in K-12 Mathematics

• In Event: Leveraging Technology to Enhance Teaching, Learning, and Assessment in STEM Education

Abstract

Researchers have examined the effects of educational technology on K-12 students’ mathematics learning, but previous meta-analyses suffered from lax inclusion criteria, resulting in inflated effect sizes, and also treated educational technology as a method rather than a delivery mechanism. The present meta-analysis examined the effects of educational technology on mathematics learning while employing rigorous inclusion criteria. Results from a random-effects model of 56 independent effect sizes revealed a significant, small effect for mathematics learning (g =+0.12). We discuss statistically significant moderators, importantly those related to the instructional design of the program. The findings support the positive effects of educational technology, while providing considerations for program evaluators in terms of study design and for program developers in terms of intervention design.

Authors

• Jennifer R. Morrison, Johns Hopkins University

• Evgueni Borokhovski, Concordia University - Montreal

• Robert M. Bernard, Concordia University

• Robert Slavin, Johns Hopkins University