CBI/CAI effects on mathematics achievement vary from small to medium, with duration and instructional modality as statistically significant moderators¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Prior meta-analyses report that CBI/CAI effects on mathematics achievement vary from small to medium, and consistently identify duration and instructional modality as statistically significant moderators of effect size. → Young 2016
Evidence¶
Young 2016¶
Young, J.R. (2016). Unpacking TPACK in Mathematics education research: A systematic review of meta-analyses. International Journal of Educational Methodology, 2(1), 19-29. https://doi.org/10.12973/ijem.2.1.19
q3 · i? · quant-synthesis · r2
The review's synthesis of CAI/CBI meta-analyses (e.g., Hsu 2003, ES .43; Larwin & Lawrin 2011, ES .57; Wang et al. 2007, ES -.11). The article states CAI/CBI effects "vary from small to medium" and that duration and instructional modality were consistently statistically significant moderators. Duration is characterized as a TPK consideration tied to practice-based functionality.
"Prior meta -analyses of CBI/CAI studies have also consistently concluded that duration an d instructional modality, were statistically significant moderators of effect size."
Discussion¶
Related Claims¶
- Five TPACK-related moderators are most salient across meta-analyses: grade level, assessment, duration, instructional modality, and mathematics subject matter — related
- ITS significantly outperform large-group human instruction, individual computer-based instruction, and textbooks or workbooks, but not small-group or individual human tutoring — related
- Calculator effects on mathematics achievement tend to converge at moderate effectiveness, with grade level and assessment as statistically significant moderators — related
- Relational-understanding technologies show the most divergent effects (.09 to 1.02), moderated by grade level, duration, and mathematics subject matter — related
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