The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A

摘要: The present review examines research on the effects of educational technology applications mathematics achievement in K-12 classrooms. Unlike previous reviews, this applies consistent inclusion standards to focus studies that met high methodological standards. In addition, and substantive features are investigated examine relationship between study features. A total 74 qualified were included our final analysis with a sample size 56,886 students: 45 elementary (N = 31,555) 29 secondary 25,331). Consistent more recent findings suggest generally produced positive, though modest, effect (ES +0.15) comparison traditional methods. However, may vary by type. Among three types applications, supplemental CAI had largest an +0.18. other two interventions, computer-management learning comprehensive programs, much smaller size, +0.08 +0.07, respectively. Differential impacts various also discussed.