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Progressive Comparison of the Effectiveness of Computer-Assisted Instruction on Science Achievement: A Meta-Analysis
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, , Slippery Rock University, United States

International Conference on Mathematics / Science Education and Technology, Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This study compared science students who were exposed to traditional methodology with those who received traditional methodology supplemented with computer-assisted instruction (CAI). From the 24 conclusions, an overall mean effect size of 0.266 was calculated, indicating that, on the average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 60.4% of those receiving only traditional instruction. The effect sizes were categorized into four subject areas. In descending order, the mean effect sizes in general science, physics, chemistry, and biology are: 0.707, 0.280, 0.085, and 0.042, respectively. Differences in educational settings revealed that CAI is most effective among science students in urban areas; followed by those in suburban areas; and weakest among rural students. However, a -0.335 correlation between effect size and years indicates that the effect of CAI on academic achievement has declined during this period. Some of the findings were reported in Christmann and Badgett (1999).

Citation

Christmann, E.P. & Badgett, J.L. (2000). Progressive Comparison of the Effectiveness of Computer-Assisted Instruction on Science Achievement: A Meta-Analysis. In Proceedings of International Conference on Mathematics / Science Education and Technology 2000 (pp. 118-123). Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2019 from .

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