37 of the 40 included studies (92.5%) show positive effect sizes for CAME on mathematics achievement¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2014 · 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? The large majority of included studies (37 of 40, 92.5%) had positive Hedges' d effect sizes, and 32 studies (80%) had extensive effect sizes. → Demir 2014
Evidence¶
Demir 2014¶
Demir, S., & Başol, G. (2014). Effectiveness of Computer-Assisted Mathematics Education (CAME) over Academic Achievement: A Meta-Analysis Study. Educational Sciences: Theory & Practice, 14(5), 2026-2035. http://www.edam.com.tr/estp
q3 · i? · quant-synthesis · r2
Descriptive analysis of the Hedges' d effect sizes calculated for each of the 40 included studies. The article reports "37 of the studies (92.5%) had positive effect sizes" and that 32 studies (80%) had extensive effect sizes, with minimum and maximum effect sizes of -.3345 and 2.5885.
"it was observed that 37 of the studies (92.5%) had positive effect sizes."
Discussion¶
Related Claims¶
- Effect sizes of the included CAME studies are statistically homogeneous overall (QT = 30.1670; p = .8439) — related
- Computer-Assisted Mathematics Education has a large positive overall effect on academic achievement (ES = .8999) in Turkish experimental and quasi-experimental studies — related
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