Virtual manipulatives show a non-significant advantage over physical manipulatives on mathematics achievement¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The random-effects weighted standardized mean difference effect size favoring virtual over physical manipulatives was 0.20 (about an 8-percentile-point gain) but was statistically non-significant. → Amy B. Holmes 2013

Evidence¶

Amy B. Holmes 2013¶

Amy B. Holmes, Vanderbilt University. (2013). Effects of Manipulative Use on PK-12 Mathematics Achievement: A Meta-Analysis. SREE Spring 2013 Conference Abstract. https://eric.ed.gov/?id=ED563072

q3 · i1 · quant-synthesis · r2

Separate random-effects meta-analysis of 7 studies (7 effect sizes, 393 students) comparing virtual manipulatives use to business-as-usual physical manipulatives use. The pooled standardized mean difference effect size of 0.20 was statistically non-significant; equivalence was not tested.

"the statistically non-significant random effects weighted standardized mean difference effect size for the effect of virtual manipulatives use compared to physical manipulatives use was 0.20, which translates to a mathematics achievement percentile gain of 8%"

Discussion¶

Related Claims¶

• Manipulatives use during mathematics instruction yields a small statistically significant achievement advantage over nonuse in grades PK-12 — related