A Meta-analysis of the Effectiveness of Computer-Assisted Instruction in Science Education 论文

摘要

AbstractThis meta-analysis investigated how effective computer-assisted instruction (CAI) is on student achievement in secondary and college science education when compared to traditional instruction. An overall effect size of 0.273 was calculated from 42 studies yielding 108 effect sizes, suggesting that a typical student moved from the 50th percentile to the 62nd percentile in science when CAI was used. The results of the study also indicated that some study characteristics such as student-to-computer ratio, CAI mode, and duration of treatment were significantly related to the effectiveness of CAI.Keywords: academic achievementcomputer-assisted instructioninstructional effectivenessmeta-analysisscience education