Calculator effects on mathematics achievement tend to converge at moderate effectiveness, with grade level and assessment 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? Calculator effect sizes in prior meta-analyses tend to converge at the moderate level of effectiveness, and the statistically significant moderators established in the literature are grade level and assessment. → 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 calculator meta-analyses (Ellington 2006, ES .30; Nikolaou 2001, ES .50; Tokpah 2008, ES .38). The article states calculator effect sizes "tend to converge at the moderate level of effectiveness" against Cohen's benchmarks, and that "The statistically significant moderators of calculator effec ts on mathematics achievement established in the literature are grade level and assessment."
"The effect sizes for calculator use tend to converge at the moderate level of effectiveness, based on effect size benchmarks proposed by Cohen (1992): .20 (small), .50 (medium), and (.80) large."
Discussion¶
Related Claims¶
- CBI/CAI effects on mathematics achievement vary from small to medium, with duration and instructional modality as statistically significant moderators — related
- Five TPACK-related moderators are most salient across meta-analyses: grade level, assessment, duration, instructional modality, and mathematics subject matter — related
- Interventions in higher Grades tend to have somewhat lower effect sizes; other study characteristics show few significant moderator effects — related
- Relational-understanding technologies show the most divergent effects (.09 to 1.02), moderated by grade level, duration, and mathematics subject matter — a narrower finding that bears on this claim
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