The aim of the current study is to determine the overall effects of Computer-Assisted Mathematics Education (CAME) on academic achievement. After an extensive review of the literature, studies using Turkish samples and observing the effects of Computer-Assisted Education (CAE) on mathematics achievement were examined. As a result of this…

In this meta-analysis study, a total of thirty-one studies related to strategy use of students in Taiwan in a web-based English context were identified, collected, and analysed. Three criteria for selecting the appropriate studies are (a) they must have applied web-based instruction; (b) they must be related to English learning; and (c) they had…

This meta-analysis was performed to determine the overall effectiveness of computer assisted instruction on students' academic achievement in science education from 2001 to 2007 in Turkey. The study reported the results of 65 effect sizes (ES) included in 52 studies. Grand mean for 65 ESs was found to be 1.12. This effect size can be interpreted…

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…

Discusses results from a meta-analysis that synthesized existing research comparing the effects of hypermedia versus other forms of instruction on students' achievement. Results suggest that the effects of using hypermedia are positive over non-hypermedia, but the effects may vary depending on what type of instruction hypermedia is compared to.…

Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was…

Describes a quantitative study that examined the effectiveness of interactive video (IV) instruction by using a meta-analytic research review of the literature from 1978 to the present. Effect size as a function of study variables is examined, and test of homogeneity on effect sizes is discussed. (25 references) (LRW)

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)