Abstract
This study employed a meta-analytic technique to compare the academic achievement during a 12-year period of secondary students across a broad latitude of academic areas who were instructed through traditional methodology, traditional methodology supplemented with computer-assisted instruction (CAI), or CAI alone. Moreover, the study compared more recent with earlier research findings. An overall mean effect size of 0.187 was calculated, indicating that, on the average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 57.2% of those receiving only traditional instruction. However, a –0.762 correlation between effect size and years indicates that the effect of CAI on academic achievement has declined during this period.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
