The Impact of Technology Enhanced Learning on Student Mathematics Achievement: A Meta-Analysis
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2022
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Haverford College. Department of Economics
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Thesis
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Award
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eng
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Bi-College users only
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Abstract
Now more than ever before, school boards are choosing to invest in technology and implement computer-aided instruction into course curriculums. However, the literature surrounding the impact of technology on student achievement is mixed. To contribute to this growing investigation, I perform a meta-analysis combining 183 randomized controlled trials (RCTs) using the studies from three former meta-analyses along with other published RCTs. All of the studies included in my analysis compare the effect of traditional teacher instruction to a technology enhanced learning environment on student mathematic achievement. I find technology has an overall positive effect and that two study characteristics significantly contribute to this finding: whether the study was performed in the United States and if the learning technology was implemented for students in high school or college. The findings imply that studies performed within the United States are 26 percentage points less likely to find a positive effect than studies performed outside of the United States. However, after controlling for a country's human development index and GDP per capita, this variable is no longer significant. Additionally, I find that studies implementing computer-aided instruction into high school and college classrooms are 20 percentage points less likely to find a positive effect than studies performed on students in lower grade levels.