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Abstract
This meta-analytic review was designed to explore the connections between recognized learning theory and the attributes of computer-assisted instruction (CAI) in the secondary mathematics classroom. The methodology of this synthesis involved four tasks: locating the research studies to be reviewed, coding the characteristics of the studies and their findings, describing the study outcomes on a common scale, and using statistical methods to relate study features to outcomes.
The studies reviewed in this meta-analysis indicated that CAI is more effective than conventional instruction for secondary mathematics. Cognitive outcomes revealed that using CAI raised the examination scores by a mean of 0.51 standard deviations in the 41 included studies. For the studies with the largest samples, greater than 100, CAI elevated test scores with a mean effect size of 0.33. In the seven of the 41 studies which also reported quantitative affective outcomes the mean effect size was 0.16 for those affective outcomes. Variables which appeared to moderate effect size of CAI in secondary mathematics classrooms included source of the study, quality of the study, ability of the subjects, affect of the subjects, subject area, duration of treatment, gender, and learning theory orientation.
Implementation of CAI and development of curriculum utilizing CAI should be encouraged in secondary mathematics education. However, caution is imperative in implementing CAI because the effectiveness of CAI is influenced by a multitude of variables. Failure to consider the influence of these variables may generate a wide variance in levels of success with CAI in secondary mathematics.
