An average-scoring student rises from the 50th to the 82nd percentile after application of CAME¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The authors translate the pooled effect into percentile terms: an average scoring student (50th percentile) rises to the 82nd percentile after CAME, outperforming 82% of students not taught with CAME. → 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

Discussion-section interpretation of the pooled random effect model result (ES = .8999). The article states an average scoring student "is more successful than 82% of the students where CAME is not applied", i.e., rises from the 50th to the 82nd percentile.

"an average scoring student in a population with a normal distribution of academic achievement scores is more successful than 82% of the students where CAME is not applied."

Discussion¶

Related Claims¶

• Computer-Assisted Mathematics Education has a large positive overall effect on academic achievement (ES = .8999) in Turkish experimental and quasi-experimental studies — a broader claim this one bears on
• Students with lower baseline performance (below the 50th percentile) showed significantly greater math achievement gains with ASSISTments than matched virtual peers — related
• Low-performing students (below the 50th pretest percentile) showed significant improvement with vPLC-augmented ASSISTments — related