Skip to main content

Advertisement

SpringerLink
Log in

A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning

  • Review Article
  • Published:
Educational Psychology Review Aims and scope Submit manuscript

Abstract

This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A meta-analysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting mathematics achievement of elementary over secondary school students. As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests. The weighted least squares univariate and multiple regression analyses indicated that mathematics achievement could be accounted for by a few technology, implementation and learner characteristics in the studies.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  • Albright, M., & Graf, D. (1992). Teaching in the Information Age: The role of educational technology. San Francisco: Jossey-Bass.

    Google Scholar 

  • Anderson, J., Boyle, F., et al. (1985). Intelligent tutoring systems. Science, 228(4698), 456–462.

    Article  Google Scholar 

  • Anderson, J., Corbett, A., et al. (1995). Cognitive tutors: Lessons learned. The Journal of Learning Sciences, 4, 167–207.

    Article  Google Scholar 

  • Ball, S. (1988). Computers, concrete materials and teaching fractions. School Science and Mathematics, 88, 470–475.

    Article  Google Scholar 

  • Braden, J. P., Shaw, S. R., et al. (1991). An evaluation of a computer-assisted instructional program for elementary hearing-impaired students. The Volta Review, 93(6), 247–252.

    Google Scholar 

  • Brush, T. A. (1997). The effects of group composition on achievement and time on task for students completing ILS activities in cooperative pairs. Journal of Research on Computing in Education, 30(1), 2–17.

    Google Scholar 

  • Burns, P. K., & Bozeman, W. C. (1981). Computer-assisted instruction and mathematics achievement: Is there a relationship? Educational Technology, 21(10), 32–39.

    Google Scholar 

  • Burrill, G., Allison, J., et al. (1992). Handheld graphing technology in secondary mathematics: Research findings and implications for classroom practice. Dallas, TX: Texas Instruments Corp.

    Google Scholar 

  • Char, C. (1989). Computer graphics feltboards: New software approaches for young children's mathematical exploration. San Francisco: American Educational Research Association.

    Google Scholar 

  • Christmann, E., Badgett, J., et al. (1997). Microcomputer-based computer-assisted instruction within differing subject areas: A statistical deduction. Journal of Educational Computing Research, 16(3), 281–296.

    Article  Google Scholar 

  • Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445–460.

    Google Scholar 

  • Clements, D. (1998). Young Children and Technology. Washington, DC: Forum on early childhood science, mathematics, and technology education.

    Google Scholar 

  • Coley, R., Cradleer, J., et al. (2000). Computers and the classroom: The status of technology in US schools. Princeton: Policy Information Center, Educational Testing Service.

    Google Scholar 

  • Cooper, J., Heron, T., et al. (1987). Applied behavior analysis. Columbus: Merrill.

    Google Scholar 

  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA, Sage.

  • Farrell, A. M. (1996). Roles and behaviors in technology-integrated precalculus classrooms. Journal of Mathematical Behavior, 15, 35–53.

    Article  Google Scholar 

  • Fuchs, L. S., & Fuchs, D. (1998). General educators' instructional adaptation for students with learning disabilities. Learning Disability Quarterly, 21(1), 23–33.

    Article  Google Scholar 

  • Fuchs, L., Fuchs, D., et al. (2002). Explicitly teaching for transfer: Effects on the mathematical problem solving performance of students with disabilities. Learning Disabilities Research and Practice, 17, 90–106.

    Article  Google Scholar 

  • Funkhouser, C. (1993). The influence of problem-solving software on student attitudes about mathematics. Journal of Research on Computing in Education, 25(3), 339–346.

    Google Scholar 

  • Gaur, A., & Gaur, S. (2006). Statistical methods for practice and research: A guide to data analysis using SPSS. Thousand Oaks: Sage.

    Google Scholar 

  • Glass, G. V., B. McGaw, et al. (1981). Meta-analysis in social research. Beverly Hills, CA, SAGE.

  • Hartley, S. S. (1977). Meta-analysis of the effects of individually paced instruction in mathematics. Dissertation Abstracts International 38(7A): University Microfilms No. 77-29, 926.

  • Hecht, J. B., N. K. Roberts, et al. (1995). Teacher Teams and Computer Technology. 1995 Annual Meeting of the Mid-Western Educational Research Association, Chicago, IL.

  • Hedges, L., & Olkin, I. (1985). Statistical methods for meta-analyses. Orlando: Academic.

    Google Scholar 

  • Hembree, R., & Dessart, D. J. (1986). Effects of hand-held calculators in precollege mathematics education: A meta-analysis. Journal for Research in Mathematics Education, 17, 83–99.

    Article  Google Scholar 

  • Irish, C. (2002). Using peg- and keyword mnemonics and computer-assisted instruction to enhance basic multiplication performance in elementary students with learning and cognitive disabilities. Journal of Special Education Technology, 17(4), 29–40.

    Google Scholar 

  • Kaput, J. (1992). Technology and mathematics in education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 515–556). New York: Macmillan.

  • Kieran, C., & Hillel, J. (1990). It's tough when you have to make the triangles angles: Insights from a computer-based geometry environment. Journal of Mathematical Behavior, 9, 99–127.

    Google Scholar 

  • Kim, S. (1993). The relative effectiveness of hands-on and computer-simulated manipulative in teaching seriation, classification, geometric, and arithmetic concepts to kindergarten children. Dissertation Abstracts International, 54(09), 3319.

    Google Scholar 

  • Koedinger, K. R., Anderson, J. R., et al. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30–43.

    Google Scholar 

  • Kozma, R. (2001). Learning with media. In D. P. Ely and T. Plomp (Eds.), Classic writings on instructional technology (pp. 155–188). Colorado: Libraries Unlimited, Inc.

  • Kulik, C., & Kulik, J. (1986). Effectiveness of computer-based education in colleges. AEDS Journal, 19, 81–108.

    Google Scholar 

  • Kulik, C., & Kulik, J. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior, 7, 75–94.

    Article  Google Scholar 

  • Kulik, J., Kulik, C., et al. (1980). Effectiveness of computer-based college teaching: A meta-analysis of findings. Review of Educational Research, 50, 525–544.

    Google Scholar 

  • Kulik, K., Schwalb, B., et al. (1982). Programmed instruction in secondary education: A meta-analysis of evaluation findings. Journal of Educational Research, 75(3), 133–138.

    Google Scholar 

  • Kulik, J., Bangert-Drowns, R., et al. (1983). Effects of computer based teaching on secondary school students. Journal of Educational Psychology, 75(1), 19–26.

    Article  Google Scholar 

  • Li, Q. (2004). Technology and mathematics education: Any impact? The Eleventh International Literacy and Education Research Network Conference on Learning, La Havana.

  • Lipsey, M., & Wilson, D. (2001). Practical meta-analysis. Thousand Oaks: Sage.

    Google Scholar 

  • Lou, Y., Abrami, P. C., et al. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71(3), 449–521.

    Article  Google Scholar 

  • Means, B. (1994). The technology and education reform: The reality behind the promise. San Francisco: Jossey-Bass.

    Google Scholar 

  • Moreno, R., & Mayer, R. E. (2000). Multimedia-supported metaphors for meaning making in mathematics. Cognition and Instruction, 17(3), 215–248.

    Article  Google Scholar 

  • Mushi, S. (2000). Use of interactive video technology to teach middle school mathematics. Chicago: Northeastern Illinois University.

    Google Scholar 

  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston: Author.

    Google Scholar 

  • Niemiec, R., & Walberg, H. (1985). Computers and achievement in the elementary schools. Journal of Educational Computing Research, 1, 435–440.

    Article  Google Scholar 

  • Niemiec, R., Samson, G., et al. (1987). The effects of computer-based instruction inclementary schools: A quantitative synthesis. Journal for Research on Computing in Education, 20, 85–103.

    Google Scholar 

  • Nute, N. (1997). The impact of engagement activity and manipulatives presentation on intermediate mathematics achievement, time-on-task, learning efficiency and attitude. Dissertation Abstracts International, 58(08), 2988.

    Google Scholar 

  • Reimer, K., & Moyer, P. S. (2005). Third-graders learn about fractions using virtual manipulatives: A classroom study. Journal of Computers in Mathematics and Science Teaching, 24(1), 5–25.

    Google Scholar 

  • Rosenthal, R. (1991). Meta-analytic procedures for social research. Newbury Park, CA: Sage Publications.

    Google Scholar 

  • Rosenthal, R., & Rosnow, R. L. (1984). Essentials of behavioral research: Methods and data analysis. New York: McGraw-Hill.

    Google Scholar 

  • Royer, J. M., Greene, B. A., et al. (1994). Can U.S. developed CAI work effectively in a developing country? Journal of Educational Computing Research, 10(1), 41–61.

    Article  Google Scholar 

  • Salerno, C. A. (1995). The effect of time on computer-assisted instruction for at-risk students. Journal of Research on Computing in Education, 28(1), 85–97.

    Google Scholar 

  • Shyu, H. Y. (1999). Effects of media attributes in anchored instruction. Journal of Educational Computing Research, 21(2), 119–139.

    Article  Google Scholar 

  • Smith, C., McLaughlin, M., et al. (1997). Conduct control on usenet. Journal of Computermediated Communication, 2(4), 1–11.

    Google Scholar 

  • Suh, J., Moyer, P. S., et al. (2005). Examining technology uses in the classroom: Developing fraction sense using virtual manipulative concept tutorials. The Journal of Interactive Online Learning, 3(4), 1–21.

    Google Scholar 

  • Terry, M. (1996). An investigation of differences in cognition when utilizing math manipulatives and math manipulative software. Dissertation Abstracts International, 56(7), 2650.

    Google Scholar 

  • Woodward, J. (1995). Technology-based research in mathematics for special education. Focus on Learning Problems in Mathematics, 17(2), 3–23.

    Google Scholar 

  • Woodward, J., Reith, D. (1995). Technology-based research in mathematics for special education. Focus on Learning Problems in Mathematics, 17(2), 3–23.

    Google Scholar 

  • Xin, J. F. (1999). Computer-assisted cooperative learning in integrated classrooms for students with and without disabilities. Information Technology in Childhood Education Annual: 61–78.

  • Ysseldyke, J., Spicuzza, R., et al. (2003). Using a curriculum-based instructional management system to enhance math achievement in urban schools. Journal of Education for Students Placed At Risk, 8(2), 247–265.

    Article  Google Scholar 

Reference of Studies Used in This Meta-Analysis

  • *Ash, J. (2005). The effects of computer-assisted instruction on middle school mathematics achievement. Unpublished doctoral dissertation, Tennessee State University.

  • *Berryman, H. (1999). The effects of technology education labs on third grade mathematics scores. University of Sarasota, Sarasota, FL.

  • *Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. L. (1997). Effects of participation in the fifth dimension on far transfer. Journal of Educational Computing Research, 16, 371–396.

    Google Scholar 

  • *Carter, C., & Smith, L. (2002). Does the use of learning logic in algebra I make a difference in algebra II? Journal of Research on Technology in Education, 34, 157–161.

    Google Scholar 

  • *Chute, R., & Miksad, J. (1997). Computer assisted instruction and cognitive development in preschoolers. Child Study Journal, 27, 237–253.

    Google Scholar 

  • *Clariana, R. (1996). Differential achievement gains for mathematics computation, concepts, and applications with an integrated learning system. Journal of Computers in Mathematics and Science, 15, 203–215.

    Google Scholar 

  • *Clark, D. (2004). The effects of using computer-assisted instruction of assist high school geometry students achieve higher levels of success on the Florida Competency Achievement Test. Unpublished doctoral dissertation, Union Institute and University, Cincinnati, Ohio.

  • *Connell, M. L. (1998). Technology in constructivist mathematics classrooms. Journal of Computers in Mathematics and Science Teaching, 17, 311–338.

    Google Scholar 

  • *Feng, S., & Caleo, J. (2000). Playing computer games versus better learning. Paper presented at the Annual Conference of the Eastern Educational Research Association. Clearwater, FL.

  • *Fischer, E. (1997). The effects of applied technology instruction on mathematics achievement and career interests of urban seventh-grade students. Unpublished doctoral dissertation, Old Dominion University.

  • *Forde, T. B. (2003). The effects of technology-supported cognitive mathematical instruction on African-American students characterized as at-risk for school failure. Vanderbilt University, Nashville, TN.

  • *Funkhouser, C. (2003). The effects of computer-augmented geometry instruction on student performance and attitudes. Journal of Research on Technology in Education, 35, 163–175.

    Google Scholar 

  • *Iskander, W., & Curtis, S. (2005). Use of colour and interactive animation in learning 3D vectors. Journal of Computers in Mathematics and Science Teaching, 24, 149–156.

    Google Scholar 

  • *Kalyuga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Educational Technology Research & Development, 53, 83–93.

    Google Scholar 

  • *Lester. (1996). The effects of the geometer's sketchpad software on achievement of geometric knowledge of high school geometry students. Unpublished doctoral dissertation, University of San Francisco, San Francisco.

  • *Lewis, S. K. (2004). The relationship of full-time laptop computer access to student achievement and student attitudes in middle school. Florida Atlantic University, Boca Raton, FL.

  • *Ling, S. (2004). Enhancing the learning of conics with technology. Unpublished master's thesis, California State University Dominguez Hills, Dominguez Hills.

  • *Mac Iver, D. J., Balfanz, R., & Plank, S. B. (1998). The talent development middle school. An elective replacement approach to providing extra help in math—The CATAMA program (computer- and team-assisted mathematics acceleration). Report No. 21. Baltimore, MD: Center for Research on the Education of Students Placed at Risk.

  • *Martindale, T., Pearson, C., Curda, L. K., & Pilcher, J. (2005). Effects of an online instructional application on reading and mathematics standardized test scores. Journal of Research on Technology in Education, 37, 349–360.

    Google Scholar 

  • *McBride, R. O., & Lewis, G. (1993). Sharing the resources: electronic outreach programs. Journal for the Education of the Gifted, 16, 372–386.

    Google Scholar 

  • *Moreno, R., & Mayer, R. E. (1999). Multimedia-supported metaphors for meaning making in mathematics. Cognition and Instruction, 17, 215–248.

    Google Scholar 

  • *Olkun, S. (2003). Comparing computer versus concrete manipulatives in learning 2D geometry. Journal of Computers in Mathematics and Science Teaching, 22, 43–56.

    Google Scholar 

  • *Page, M. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34, 389–409.

    Google Scholar 

  • *Phillips, C. K. (2001). The effects of an integrated computer program on mathematics and reading improvement in grades three through five. The University of Tennessee, Knoxville, TN.

  • *Quinn, D. W., & Quinn, N. W. (2001a). PLATO evaluation series. Grades 1–8, Apache Junction Unified School District 43, Apache Junction, Arizona. Bloomington, MN: PLATO Learning, Inc.

  • *Quinn, D. W., & Quinn, N. W. (2001b). PLATO evaluation series. Jobs for Youth-Boston, Madison Park Technical-Vocational H.S. Boston, Massachusetts. Bloomington, MN: PLATO Learning, Inc.

  • *Schpilberg, B., & Hubschman, B. (2003). Face-to-face and computer mediated tutoring: A comparative exploration on high school students' math achievement. Paper presented at the American Educational Research Association Conference. Chicago, IL.

  • *Shyu, H. Y. (2000). Using video-based anchored instruction to enhance learning: Taiwan's experience. British Journal of Educational Technology, 31, 57–69.

    Google Scholar 

  • *Smith, B. (2002). The impact of the utilization of advantage learning systems' technology on students' academic achievement. Unpublished doctorate dissertation, Tennessee State University.

  • *Soeder, K. (2001). The effect of computer-aided instruction on mathematics achievement. Unpublished doctoral dissertation, Immaculata College.

  • *Wheeler, J. L., & Regian, J. W. (1999). The use of a cognitive tutoring system in the improvement of the abstract reasoning component of word problem solving. Computers in Human Behaviour, 15, 243–254.

    Google Scholar 

  • *Wittman, T. K., Marcinkiewicz, H. R., & Hamodey-Douglas, S. (1998). Computer assisted automatization of multiplication facts reduces mathematics anxiety in elementary school children. Paper presented at the National Convention of the Association for Educational Communications and Technology. St. Louis, MO.

  • *Wodarz, N. (1994). The effects of computer usage on elementary students' attitudes, motivation and achievement in mathematics. Unpublished doctoral dissertation, Northern Arizona University.

  • *Ysseldyke, J., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to improve mathematics skills for students in Title 1 programs. Preventing School Failure, 48(4), 10–14.

    Google Scholar 

  • *Ysseldyke, J., Spicuzza, R., Kosciolek, S., & Boys, C. (2003). Effects of a learning information system on mathematics achievement and classroom structure. Journal of Educational Research, 96, 163–173.

    Google Scholar 

  • *Ysseldyke, J., Spicuzza, R., Kosciolek, S., Teelucksingh, E., Boys, C., & Lemkuil, A. (2003). Using a curriculum-based instructional management system to enhance math achievement in urban schools. Journal of Education for Students Placed At Risk, 8, 247–265.

    Google Scholar 

  • *Ysseldyke, J., Tardrew, S., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to enhance math instruction of gifted and talented students. Journal for the Education of the Gifted, 27, 293–310

    Google Scholar 

  • *Zumwalt, D. (2001). The effectiveness of computer aided instruction in eighth grade pre-algebra classrooms 1061Q6 in Idaho. Unpublished doctoral dissertation. Idaho State University, Idaho.

Download references

Acknowledgment

This research was partially supported by a research grant from the American Institute of Research (AIR) to the authors and a standard research grant from the Social Sciences and Humanities Research Council of Canada (SSHRC, Government of Canada) to the first author. The views, findings and opinions expressed here are those of authors and do not necessarily reflect the views or positions of AIR or SSHRC.

Author information

Authors and Affiliations

  1. Faculty of Education, University of Calgary, 2500 University Dr. NW, Calgary, AB, T3G 3J4, Canada

    Qing Li

  2. University of Kentucky, Lexington, KY, USA

    Xin Ma

Authors
  1. Qing Li
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Xin Ma
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Qing Li.

Appendices

Appendix 1

  Coding Framework for Study Features
Full size table

Appendix 2

  Coding Information Extracted from Primary Studies
Full size table

Rights and permissions

Reprints and permissions

About this article

Cite this article

Li, Q., Ma, X. A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning. Educ Psychol Rev 22, 215–243 (2010). https://doi.org/10.1007/s10648-010-9125-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10648-010-9125-8

Keywords

Search

Navigation