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)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2015 · 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? All six implementation-period groups had large effect sizes, with no significant difference among them (Z = 14.45, 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 78 studies across six implementation-period groups. Table 6 reports QB = 6.36, Z = 14.45, df = 5, homogeneous; total ES = 1.07.
"The largest effect-size value was found for the nine-to-eighteen week period (ES = 1.87), but in the five-to-six and seven-to-eight week periods, the effect sizes were determined to be .97 and .93, respectively."
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 type of course, though social studies showed the largest effect size (1.54) and mathematics the lowest (1.06) — related
- Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks — related
- The effect of computer-based teaching on academic success does not differ significantly by publication year of the studies — 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
- Creative drama's effect on achievement does not significantly differ by implementation period (QB = 7.63, df = 4, p > .05), though the 9–18-week group showed the largest descriptive ES (2.55) — related
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