The Effects of Computer Based Instruction in Elementary Schools

Niemiec, Richard P.

doi:10.1080/08886504.1987.10781826

Cited by 25 publications

(27 citation statements)

References 7 publications

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“…This finding was consistent with previous studies (Cheung and Slavin 2013). Since the results of quasi-experimental studies have larger variances (Niemiec et al 1987), more studies with true experimental designs should be adopted in future.…”

Section: Discussionsupporting

confidence: 82%

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

Zheng

2016

Asia Pacific Educ. Rev.

173

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This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed.

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Section: Discussionsupporting

confidence: 82%

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

Zheng

2016

Asia Pacific Educ. Rev.

173

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“…Second, although several meta-analyses exist examining the effect of learning with CT (e.g., Kulik et al 1980Kulik et al , 1982Kulik and Kulik 1986;Niemiec et al 1987;Kulik and Kulik 1991;Lou et al 2001), less attention has focused specifically on CT for mathematics learning, one of the core school academic subjects. Among the few existing studies (Hartley 1977;Kulik et al 1983;Niemiec and Walberg 1985) focusing on mathematics, Hartley's (1977) dissertation was the first meta-analysis specifically looking at math achievement of elementary and secondary students, reporting that computer-based instruction (CBI) raised student achievement by 0.4 standard deviation or from 50th percentile to 66th percentile.…”

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confidence: 99%

A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning

2010

Educ Psychol Rev

377

236

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This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A metaanalysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting mathematics achievement of elementary over secondary school students. As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used nonstandardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests. The weighted least squares univariate and multiple regression analyses indicated that mathematics achievement could be accounted for by a few technology, implementation and learner characteristics in the studies.This study examines the impact of computer technology (CT) on mathematics education through a systematic review of existing literature. This extensive meta-analysis of existing empirical evidence focuses on student mathematics achievement and optimal conditions for mathematics learning in K-12 (kindergarten to grade 12) classrooms.The use of CT has become increasingly popular in elementary and secondary schools over the past several decades. There is little doubt that technology has become a ubiquitous tool for teaching and learning. The National Council of Teachers of Mathematics (NCTM 2000) emphasized the importance of the use of technology in mathematics education, Educ Psychol Rev (2010) 22:215-243

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“…First, research methods have ranged from naturalistic observation (Larter et al, 1987) to fairly tightly controlled quasi-experimental (e.g., Webb, 1984) and true experimental (e.g., Clements, 1986) designs. However, the internal validity of most studies has been threatened by an inability to rule out alternative hypotheses (Adams & Shrum, 1988;Niemiec et al, 1987). There is a need for more research employing tight methodological controls to rule out novelty effects, especially from using the computer and working in individualized and small-group instructional settings (Gillingham & Guthrie, 1987).…”

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confidence: 98%

“…Although it is generally agreed that the use of the computer as a tool to accomplish prespecified tasks is an important educational application of computing technology (Krendl & Lieberman, 1988;, there is relatively This study was funded by little research available to inform practice. Systematic meta-analyses, for example, have turned up only a few empirical investigations of the use of the computer in this mode (Bangert-Drowns, Kulik et al, 1985;Niemiec, Samson, Weinstein, & Walberg, 1987;Niemiec & Walberg, 1985).…”

mentioning

confidence: 99%