Standalone Digital Learning Programs Outperform Traditional Classroom Instruction in PreK-12 Math and Science: A Systematic Review and Meta-Analysis

• In Event: Technology-enhanced Learning in K-12 STEM Education

Abstract

Digital technology is commonly used to support math and science instruction, but prior evidence on its benefits has been mixed. We conducted a systematic review and meta-analysis of PreK-12 standalone digital learning programs, which we defined to include web- or application-based programs that students could use independently, without extensive instructor guidance. Such programs can support student learning when opportunities for teacher interaction may be limited, and they engage cognitive mechanisms that may support deeper learning. Standalone digital learning programs significantly outperformed traditional classroom instruction, with overall effects moderate in magnitude. Although students use these programs independently, the most effective programs were administered in the school setting. Our findings point to explanations for previous discrepant results and inform future program development.

Authors

• Laura Michaelson, American Institutes for Research

• Qi Zhang, American Institutes for Research

• Kamal Middlebrook, American Institutes for Research