Investigating the Effects of Tablet-Based Math Interventions: A Meta-Analysis

Autor/inn/en	Aspiranti, Kathleen B.; Larwin, Karen H.
Titel	Investigating the Effects of Tablet-Based Math Interventions: A Meta-Analysis
Quelle	In: International Journal of Technology in Education and Science, 5 (2021) 4, S.629-647 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aspiranti, Kathleen B.) ORCID (Larwin, Karen H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2651-5369
Schlagwörter	Intervention; Mathematics Instruction; Computer Software; Meta Analysis; Handheld Devices; Comparative Analysis; Teaching Methods; Instructional Effectiveness; Mathematics Achievement; Ethnicity; Socioeconomic Status; Achievement Gains; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Meta-analysis; Metaanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnizität; Socio-economic status; Sozioökonomischer Status; Achievement gain; Leistungssteigerung; Sekundarschüler
Abstract	There is debate over the effectiveness of using touch-screen tablet technology on overall student learning gains. This article provides a meta-analysis of studies that used tablets for the delivery of math interventions, programs, or apps to increase student math achievement. A total of 20 group design studies with 2,805 participants were included in the meta-analysis. Overall, tablet-based math interventions provided moderate positive effects for student math gains. Significant moderator variables included participant ethnicity, and socioeconomic status, selecting a specific app for use, minutes in intervention, dependent variable, and type of control group. Discussion focuses on the need for more rigorous methodology and reporting of participant and design variables in future studies and the implications for researchers and practitioners when using tablets as a delivery method for math interventions. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01