This meta-analysis examined the research question “What differences exist among the academic achievement levels of mathematics students who were exposed to computer-assisted instruction, and those who were not exposed to this instruction?” Hence, a comparison of the mathematics achievement between students who received either traditional instruction or traditional instruction supplemented with computer- assisted instruction (CAI) was conducted. From the twenty-seven conclusions, an overall mean effect size of 0.236 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 59.48 percent of those receiving traditional instruction alone.

Author: Edwin P. Christmann

Published in: London International Conference on Education (LICE-2023)

• Date of Conference: 13-15 November 2023
• DOI: 10.20533/LICE.2023.0016
• ISBN: 978-1-913572-66-2
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK