Computer-Assisted Mathematics Education has a large positive overall effect on academic achievement (ES = .8999) in Turkish experimental and quasi-experimental studies¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i3large
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 i3 The random effect model average effect size of CAME on mathematics achievement is ES = .8999, a large effect by Cohen's classification. → 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 · i3 · quant-synthesis · r2
Meta-analysis of 40 experimental and quasi-experimental studies from Turkey using the random effect model, with a .1032 standard deviation and a 95% confidence interval from .6687 to 1.1311. The article reports "the average effect size was calculated as ES = .8999". The confidence interval does not contain zero.
"the average effect size was calculated as ES = .8999. This means that CAME raises academic achievement in mathematics by .90 standard deviations."
Discussion¶
Related Claims¶
- 37 of the 40 included studies (92.5%) show positive effect sizes for CAME on mathematics achievement — related
- Computer-based teaching has a large, positive, significant effect on students' academic success compared with traditional teaching methods in Turkish studies from 2006-2014 — related
- An average-scoring student rises from the 50th to the 82nd percentile after application of CAME — a narrower finding that bears on this claim
- E-learning has a statistically significant positive effect on students' academic achievement in higher education, with a random effects mean effect size of 0.712 — related
- Cooperative learning has a medium positive effect on mathematics achievement in Turkey (average ES = 0.840, random-effects model) — related
- MIT-based instruction shows a large overall positive effect on students' academic achievement in a meta-analysis of 75 Turkish experimental theses and dissertations — related
- Using games in mathematics teaching has a medium positive effect (g = 0.792) on academic achievement in Turkey, per random-effects meta-analysis — related
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