This article used quantitative techniques, or meta-analysis, to integrate findings from 51 independent evaluations of computer-based teaching in Grades 6 through 12. The analysis showed that computer-based teaching raised students' score^ on final examinations by approximately .32 standard deviations, or from the 50th to the 63rd percentile. Computer-based instruction also had smaller, posi'tive effects on scores on follow-up examinations given to students several months after the completion of instruction. In addition, students who were taught on computers developed very positive attitudes toward the computer and positive attitudes toward the courses they were taking. Finally, the computer reduced substantially the amount of time that students needed for learning.

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This meta-analytic synthesis of evaluation findings from 40 studies showed that students can raise their scores on aptitude and achievement tests by taking practice forms of the tests. The size of the gains from practice appeared to be a function of three factors. First, gains were larger when identical forms of a test were used for practice and criterion measurement and were smaller when parallel forms were used. Second, the size of the effect increased with the number of practice tests given. And finally, the size of effect was influenced by the ability level of the population studied; gains were larger for subjects of high ability than they were for subjects of low ability.

This meta-analytic synthesis of findings from 51 studies indicated that use of an individualized teaching system has only a small effect on student achievement in secondary school courses. This result was consistent across a variety of academic settings and research designs and held true for both published and unpublished studies. In addition, individualized teaching systems did not contribute significantly to student self-esteem, critical thinking ability, or attitudes toward the subject matter being taught. Findings from studies of individualized college teaching are strikingly different from these secondary school findings.

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