Prior studies reviewed in the article consistently report achievement advantages for computer-assisted mathematics teaching over traditional methods¶
Claim · All claims
Evidence · 1 study · causalr1·q1
Currency · newest study 2016 · 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.
q1 i? The review reports that studies by Nour (2003), Afaneh (2003), Al-Sherif (2002), Al-Far (2001), Gebeily (1999) and Al-Ali (1996) found functional statistical differences in learning in favor of computer-taught experimental groups. → Salah 2016
Evidence¶
Salah 2016¶
Dr. Raed Omar Salah. (2016). Effectiveness of Using Computerized Educational Packages in Teaching Math Curriculum on the Learning of Student in Eighth Grade at Ma'an City. Journal of Education and Practice, Vol.7, No.12. https://eric.ed.gov/?id=EJ1099555
q1 · i? · causal · r1
Narrative review attributing this finding to Afaneh (2003), a study of 86 fifth-grade students in Ramala governorates taught an area unit via a PowerPoint program versus two traditional methods. The review reports the difference in favor of the computer group and, on gender, in favor of females.
"The results shows presence of functional differences in favor of the experimental group which studied by using the computer and presence of difference in learning by using computer refers to gender in favor of females."
Discussion¶
Related Claims¶
- Computerized educational packages produced statistically significant higher mathematics achievement than traditional teaching in eighth-grade classes in Ma'an — a narrower finding that bears on this claim
- Computer-based teaching has a large, positive, significant effect on students' academic success compared with traditional teaching methods in Turkish studies from 2006-2014 — related
- Computer-assisted mathematics instruction through a computer algebra system at the transformation level produces higher parabola achievement than traditional teaching with ICT at the replacement level — a narrower finding that bears on this claim
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by process:wiki-ingest on 2026-11-02 |
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