The measured advantage of computer-based instruction over conventional teaching shrinks when the same teacher teaches both versions¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2 · i0 negligible
Currency · newest study 1983 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i0 In Kulik, Kulik and Cohen's meta-analysis as reported here, CBI's average effect size fell from .51 SD with different teachers to .13 when the same teacher taught both versions. → Salomon 1983

Evidence¶

Salomon 1983¶

Salomon, Gavriel; Gardner, Howard. (1983). The Computer as Educator: Lessons from Television Research. Harvard Project Zero. https://eric.ed.gov/?id=ED253201

q2 · i0 · theoretical · r3

The authors report, citing Kulik et al's (1980) meta-analysis of computer-based college teaching studies, that the CBI advantage "decreased to .13" SD once teacher differences were held constant, versus .51 SD otherwise. The .13 value is below a negligible threshold, indicating the apparent advantage was largely confounded.

"Kulik et al (1980) found that whereas CBI had an average effect size of .51 SD when different teachers taught the CBI and "conventional" classes, it decreased to .13 when the perfect experiment was approximated, i.e. when the same teacher taught both versions."

Discussion¶

Related Claims¶

• Media comparison studies produce uninterpretable "no significant difference" findings. — the general claim this finding bears on, with the studies behind it
• Intelligent tutoring systems improve achievement over non-individualised instruction — 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