This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A meta-analysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting mathematics achievement of elementary over secondary school students. As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests. The weighted least squares univariate and multiple regression analyses indicated that mathematics achievement could be accounted for by a few technology, implementation and learner characteristics in the studies.
|Number of pages||29|
|Journal||Educational Psychology Review|
|State||Published - 2010|
Bibliographical noteFunding Information:
Acknowledgment This research was partially supported by a research grant from the American Institute of Research (AIR) to the authors and a standard research grant from the Social Sciences and Humanities Research Council of Canada (SSHRC, Government of Canada) to the first author. The views, findings and opinions expressed here are those of authors and do not necessarily reflect the views or positions of AIR or SSHRC.
ASJC Scopus subject areas
- Developmental and Educational Psychology