Asia-Pacific Forum on Science Learning and Teaching, Volume 11, Issue 2, Article 12 (Dec., 2010) Ahmet TEKBIYIK and Ali Rıza AKDENİZ A meta-analytical investigation of the influence of computer assisted instruction on achievement in science Contents Next

A meta-analytical investigation of the influence of computer assisted instruction on achievement in science

 

Ahmet TEKBIYIK^1*, and Ali Riza AKDENIZ²

Rize University, Faculty of Education, Department of Primary Education
RIZE/TURKEY
¹E-mail: atekbiyik@gmail.com, ahmet.tekbiyik@rize.edu.tr

²E-mail: arakdeniz@gmail.com

*Correspondence author

Received 23 Dec., 2009
Revised 23 Jun., 2010

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Contents

• Abstract
• Introduction
• Aim of the Study
• Method
• Data Sources
• Inclusion Criteria
• Coding
• Variables
• Calculation of Effect Sizes
• Results
• Discussion
• Conclusions and Implications
• References

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Abstract

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 as an average student’s achievement moved from the 50th percentile to the 87th percentile in science learning when computer assisted instruction was used. In addition, two variables (grade level of subjects and instruction method of comparison group) had a statistically significant impact on the mean of ES.

Keywords: Computer assisted instruction, Meta-analysis, Science education