Technology and Student Achievement: What do 40 Years of Research and 25 Years of Systematic Reviews Have to Tell
Rana Tamim, Hamdan Bin Mohammed e-University, United Arab Emirates ; Robert Bernard, Eugene Borokhovski, Richard Schmid, Concordia University, Canada ; Philip Abrami, concordia, Canada
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This research involved a systematic quantitative synthesis procedure to answer the question: does technology use affect student achievement in formal face-to-face classroom settings as compared to traditional settings. An extensive literature search followed by a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, resulting in 25 reported average effect sizes. The meta-analyses incorporated 1055 primary studies (approximately 109,700 participants). The weighted mean effect-size of 0.32 was significantly different from zero. Results reflected high heterogeneity. Subsequent moderator analyses revealed that higher methodological quality meta-analyses and more inclusive ones regarding covered literature and research designs were associated with lower average effect-sizes. Results represent a medium strength effect-size, favoring technology utilization. Insights about the state of the field and future recommendations are discussed.
Tamim, R., Bernard, R., Borokhovski, E., Schmid, R. & Abrami, P. (2010). Technology and Student Achievement: What do 40 Years of Research and 25 Years of Systematic Reviews Have to Tell. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3142-3152). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)