The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

By Delia Hillmayr, Lisa Ziernwald, Frank Reinhold, Sarah I. Hofer, Kristina M. Reiss. Comput. Educ., 2020

478 citations recorded by the source corpus.

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

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/1d4db35b4d7463b2b3b53634085385364fadb120

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Citations in the corpus

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2022, background): “Specifically, a number of studies reported positive impacts on students’ achievement in mathematics (Balanskat et al., 2006; Hillmayr et al., 2020; Li & Ma, 2010; Pan et al., 2022; Ran et al., 2022; Verschaffel et al., 2019; Zheng et al., 2016).”
A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics (2020, methodology): “In addition to the calculations of the weighted mean effect size of Hedges' g with its standard errors and 95% confidence intervals around each mean, CMA was also used to test homogeneity by calculating Q, p, and 𝐼𝐼2 (Hillmayr et al., 2020).”