A Meta-Analytic Comparison of the Effects of Computer-Assisted Instruction on Elementary Students' Academic Achievement

Autor/inn/en	Christmann, Edwin P.; Badgett, John L.
Titel	A Meta-Analytic Comparison of the Effects of Computer-Assisted Instruction on Elementary Students' Academic Achievement
Quelle	In: Information Technology in Childhood Education Annual, 2003 (2003) 1, S.91-104 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-8185
Schlagwörter	Academic Achievement; Computer Assisted Instruction; Effect Size; Conventional Instruction; Meta Analysis; Elementary School Students; Correlation; Intermode Differences; Instructional Effectiveness; Literature Reviews; Supplementary Education + Suchen Sie Ihr Suchwort? Schulleistung; Computer based training; Computerunterstützter Unterricht; Meta-analysis; Metaanalyse; Korrelation; Unterrichtserfolg; Ergänzungsunterricht
Abstract	This meta-analysis compared the academic achievement of elementary students who received either traditional instruction or traditional instruction supplemented with CAI. From the 68 effect sizes, an overall mean effect size of 0.342 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 63.31% of those receiving only traditional instruction. However, a -0.463 correlation between effect size and years indicates that the effect of CAI on academic achievement has declined between the years 1969 and 1998. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10