A literature search identified 39 studies assessing modality preferences and modality teaching. The studies, involving 3,087 disabled and nondisabled elementary/secondary level subjects, were quantitatively synthesized. Subjects receiving differential instruction based on modality preferences exhibited only modest gains. (Author/JDD)

Addresses the implicit assumption that instructional media represent meaningful experimental variables independent of instructional content or strategy. Results of computer-based instruction (CBI) studies (both well-designed and flawed) and meta-analyses are reviewed to support the authors' position that this assumption is invalid, and new…

A quantitative or meta-analytic review was conducted of studies comparing computer-based education (CBE) to conventional instruction in precollege classrooms. Seventy-four studies were included in the review; sources included earlier reviews by Hartley, Burns, and authors from the University of Michigan, and the ERIC and Comprehensive Dissertation…

Computer-based instruction (CBI) studies analyzed by Kulik et al. were examined to explore the validity of competing claims about the computer's contribution to measured achievement gains. Results suggest achievement gains found in CBI studies are overestimated and are due to uncontrolled but robust instructional methods embedded in CBI…

The suspected sources of confounding in current meta-analytic studies of computer based instruction (CBI) are uncontrolled effects of instructional method and/or the John Henry Effect (i.e., compensatory rivalry). To determine which confounding is most plausible, a random 30% sample of the 128 studies which formed the original Kulik meta-analyses…

This meta analysis of 101 studies of computer-based education in colleges highlights examination performance, student attitudes toward instruction and computers, the relationship of publication source to study outcome, and time needed for instruction. One hundred twenty-one references are listed. (Author/LRW)

This metaanalysis of 32 comparative studies shows that computer-based education has generally had positive effects on the achievement of elementary school pupils. However, these effects are different for off-line computer managed instruction and interactive computer assisted instruction (CAI); interactive CAI produces greater increases in student…