Effectiveness of Computer-Assisted Mathematics Education (CAME) over Academic Achievement: A Meta-Analysis Study*

By Demir, Seda; Basol, Gülsah | Kuram ve Uygulamada Egitim Bilimleri, September 1, 2014 | Go to article overview

Effectiveness of Computer-Assisted Mathematics Education (CAME) over Academic Achievement: A Meta-Analysis Study*


Demir, Seda, Basol, Gülsah, Kuram ve Uygulamada Egitim Bilimleri


Seda DEMIRa

Amasya Vocational and Technical Anatolian

High School

Gülsah BASOLb

Gaziosmanpasa University

* This research is a part of first author's master thesis.

a SedaDEMIRis a math teacher. Her research interests include meta-analysis, computer-assisted education and methodological evaluation. Correspondence: Bahçeleriçi Neighborhood, Zübeyde Hamm Street, No: 64/8, 05200 Amasya, Turkey. Email: s.demir0968ldgop.edu.tr & seddadmrtdgmail.com

b Gülsah BASOL is an associate professor of Educational Research and Evaluation. Contact: Gaziosmanpasa University, Collage of Education, Department of Educational Science, Ta $li gift Li k Campuss, 60100 Tokat, Turkey. Email: gulsah.basol@gop.edu.tr & gulsahbasol@gmail.com

In recent years there have been significant changes in both mathematics and mathematics education. Education now aims to teach not only pure knowledge but also continuous learning, critical thinking, questioning, innovation and keeping up with innovations. Similarly, mathematics education aims to raise people who know not only pure mathematics but also how to study mathematics, solve problems, communicate, make realistic plans and get pleasure from doing these things. Therefore, the requirements of mathematics have been gradually increasing since it forms a basis for science and improves the ability to think (Akgül, 2008).

The topic of the research is a meta-analysis of the studies in Turkey about the effects of computer-assisted education on mathematics achievement. The number of scientific studies held in Turkey on the effects of computer-assisted education on mathematics achievement has been rapidly increasing, and each of these studies has a different effect size. Since effect size has positive and negative ranges, research methodologies, and population and sample variations among studies, it is difficult to get an overall result. This makes it necessary to run a meta-analysis research on this topic. Considering all of these points, the main aim of the current study is to learn the effects of "Computer-Assisted Education" (CAE) on academic achievement. There are many studies in the literature that compare CAE with other teaching techniques. Kulik, Kulik, and Bangert-Drowns (1985), analyzed about 200 studies comparing CAE to traditional teaching and concluded that CAE increases student achievement by 20%. However, Clark (2005) disagrees with the results of Kulik et al. by claiming that most of the differences with student achievement result from different teaching design and application methods. In the literature, there are many studies on the effect of "Computer-Assisted Mathematics Education (CAME)" on academic achievement in different education levels, especially in the primary, secondary, and high school levels. The studies of Mevarech and Rich (1985), Öztürel (1987), Sezer (1989), Xin (1999), Efendioglu (2006), Pilli (2008), and Uygun (2008) are on students in primary school. The studies of Kirnik (1998), Brown (2000), Sulak (2002), Aktümen and Kaçar (2003), Özdemir and Tabuk (2004), Üstün and Ubuz (2004), Kurt (2005), Tienken and Wilson (2007), Egelioglu (2008), Çamli and Bintas (2009), Budak (2010), Helvaci (2010), Li and Ma (2010), Sataf (2010), Içel (2011), and Selçik and Bilgici (2011) are on students in secondary school. The following studies are also on students in primary school: Bayraktar (1988), Genel (1998), Kutluca, (2009), and Bayturan (2011). Additionally, the studies by Hartley (1977), Kulik (1983), Kulik and Kulik (1987), Kulik and Kulik (1991), and Camnalbur and Erdogan (2008) are meta-analysis studies about the effects of CAE on academic achievement. Moreover, books by Baki (2002), An and Bayhan (2003), and Olkun and Toluk-Uçar (2006) are a few of the reference books on the effects of CAME on academic achievement. As a result of an extensive literature survey, to the best of our knowledge there are no meta-analysis studies conducted in Turkey which question the effects of CAME on academic achievement. …

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