Computer-based teaching has a large, positive, significant effect on students' academic success compared with traditional teaching methods in Turkish studies from 2006-2014¶

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 78 pretest-posttest control-group studies, the random effects model yielded a mean effect size of ES = 1.13 (95% CI .97-1.29), which is large by Cohen's classification. → 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

Meta-analysis of 78 studies (experimental group 2,648 students, control group 2,636) using Hedges' d and a random effects model in CMA and MetaWin. The article reports the effect size was large according to Cohen's (1992) classification, so "using CBT had a positive effect on academic success."

"Based on the analyses of the 78 studies included in the meta-analytic review, the standard error was .08 and the upper limit for 95% of the confidence interval was 1.29, while the lower limit was .97 and the effect size was 1.13."

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 — related
• The effect of computer-based teaching on academic success does not differ significantly by publication year of the studies — a narrower finding that bears on this claim
• The 5E instructional model shows a large, significant pooled effect on academic achievement versus traditional teaching methods in Turkish studies (2008-2014) — related
• Control groups taught with traditional methods in Turkish geometry and numbers theses show a large average pretest-posttest gain of about 0.83 standard deviations — related
• The constructivist learning approach has a strong positive overall effect on students' academic achievement compared to traditional teaching methods (ES = 1.156). — related
• Game-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.538) — related
• Creative drama-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.712) — related
• Student-centered methods have an overall positive and high-level effect on academic success in Turkish language instruction — related
• Vocabulary development interventions have a large average positive effect on cognitive vocabulary outcomes (g = 1.179) compared with traditional teaching methods — 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
• Nearly all (97.33%) of the included studies show effect sizes in favor of MIT-based instruction over control-group instruction — related