Literaturnachweis - Detailanzeige
| Autor/inn/en | Johnson, Marianne; Meder, Martin E. |
|---|---|
| Titel | A Meta-Analysis of Technology: Interventions in Collegiate Economics Classes |
| Quelle | In: Journal of Economic Education, 52 (2021) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0485 |
| DOI | 10.1080/00220485.2020.1845261 |
| Schlagwörter | Economics Education; Technology Uses in Education; Intervention; College Instruction; Educational Technology; Influence of Technology; Instructional Effectiveness; Statistical Significance; Bias |
| Abstract | Technological interventions have been sold as improving student understanding of economics for decades. Yet despite the panoply of ways to incorporate technology, it is not clear which types of interventions consistently result in statistically significant improvements in learning outcomes. Of 145 papers devoted to the technology in collegiate economics courses, less than one third quantitatively assess the impact of technology on student learning outcomes. Of the regressions reported, 60 percent find a positive relationship between a technology intervention and a student-learning outcome; in only 42 percent is the relationship statistically significant. Meta-analysis indicates (a) no technology intervention routinely produces estimates of improved learning outcomes across studies, despite evidence of (b) publication bias that favors papers with statistically significant results. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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