Abstract
Based on systematic research of studies published since the year 2000, this comprehensive meta-analysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k = 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g = 0.65, p < .001). The provision of teacher trainings on digital tool use significantly moderated the overall effect. Use of intelligent tutoring systems or simulations such as dynamic mathematical tools was significantly more beneficial than hypermedia systems. On a descriptive level, the effect size was larger when digital tools were used in addition to other instruction methods and not as a substitute. The results open up new directions for future research and can inform evidence-based decision-making on the use of digital tools in education.
Highlights
There has been a growing body of research on the use of digital tools in school settings, recently (e.g., Cheung & Slavin, 2013; Ma, Adesope, Nesbit, & Liu, 2014; Steenbergen-Hu & Cooper, 2013)
The analyses show that dynamic mathematical tools (g 1⁄4 1.02, p < .05) and intelligent tutoring systems (g 1⁄4 0.89, p < .05) produced the largest and statistically significant effect sizes
After a comprehensive literature research, 92 primary studies that investigated the effects of using digital tools in secondary school science and mathematics classes were analyzed
Summary
There has been a growing body of research on the use of digital tools in school settings, recently (e.g., Cheung & Slavin, 2013; Ma, Adesope, Nesbit, & Liu, 2014; Steenbergen-Hu & Cooper, 2013). In the International Computer and Information Literacy Study (ICILS), for instance, teachers of 8th-grade students across 12 countries were asked for their attitudes toward digital tools The ICILS study shows that 87% of teachers across the participating countries think that ICT helps students to work at a level appropriate to their learning needs, and 78% state that ICT enables students to collaborate more effectively. 91% of teachers agreed with the statement that information and communications technology (ICT) helps students develop greater interest in learning At least 23% of the participating teachers agreed that ICT impedes concept formation by students and 37% state that ICT distracts students from learning At least 23% of the participating teachers agreed that ICT impedes concept formation by students and 37% state that ICT distracts students from learning (Fraillon et al, 2019, p. 185)
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