The effect of computer-based teaching on academic success does not differ significantly by type of course, though social studies showed the largest effect size (1.54) and mathematics the lowest (1.06)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across four course-type groups the mean effect size was ES = 1.19, with no significant intergroup difference (Z = 13.03; p > .05). → Veli Batdı 2015

q3 i? All subject-area groups (science, mathematics, social sciences, others) showed large effect sizes, and the intergroup test found no significant difference (Z = 13.86; p > .05). → Veli Batdı 2015

q3 i? All subject-area groups (science, mathematics, social sciences, others) showed large effect sizes, and the intergroup test found no significant difference (Z = 13.86; p > .05). → Veli Batdı 2015

Evidence¶

Veli Batdı 2015¶

Veli Batdı. (2015). A Meta-Analytic Study Concerning the Effect of Computer-Based Teaching on Academic Success in Turkey. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.5.2491

q3 · i? · quant-synthesis · r2

Moderator analysis of 46 studies in science, social studies, science and technology, and mathematics course groups. Table 5 reports QB = 1.94, Z = 13.03, df = 3; the distribution was homogeneous under FEM.

"the largest effect size was seen in social studies (1.54), while the lowest one was with mathematics (1.06). A general analysis for the effect sizes of studies by type of course demonstrated that in all types of courses, the mean effect size was ES = 1.19."

Discussion¶

Related Claims¶

• The effect of computer-based teaching on academic success differs significantly by grade level, with the largest effect in secondary schools (ES = 1.31) and the smallest in primary schools (ES = .66) — related
• The effect of computer-based teaching on academic success does not differ significantly by implementation period, with the largest effect size in the nine-to-eighteen week period (ES = 1.87) — related
• The effect of multiple intelligence practices does not differ significantly by course type, though Social Sciences shows the highest and Physics-Chemistry the lowest value — related
• Effect sizes differ significantly by course, with the highest effects in science learning, English, and computer courses and the lowest in religion. — reports the opposite
• Science-related subject areas (mathematics, science, medical science) show larger effects than programming technology and other fields — reports the opposite
• The effect of computer-based teaching on academic success does not differ significantly by publication year of the studies — related
• Mastery learning effects are smaller in science than in mathematics, social studies, and language arts, contrary to theory, partly due to grade-level confounding — related
• Effectiveness of educational materials does not differ significantly across subject matters — related
• Effect of MIT-based instruction does not differ significantly by course type, though foreign-language courses show the largest point estimate (d = 1.958) — related