MAJOR STUDIES OF CBI IN EDUCATIONAL SETTINGS:

SELECTED ABSTRACTS

"This review used Glass' (1976) meta-analytic techniques to integrate findings from 59 independent evaluations of computer-based college teaching. The meta-analysis showed that computer-based instruction made small but significant contributions to the course achievement of college students and also produced positive but again small, effects of the attitudes of students toward instruction and toward the subject matter they were studying. Computer-assisted instruction also reduced substantially the amount of time needed for instruction. In general, the meta-analysis found little relationship between study findings and design features of the experiments, settings for the studies, or manner and date of publication of the findings" (p. 525).

Kulik, J. A., Kulik, C. C. & Cohen, P. A. (1980). Effectiveness of computer-based college teaching: A meta-analysis of findings. Review of Educational Research, 50, pp. 525-544.

"A meta-analysis of 42 controlled evaluations showed that computer-based education (CBE) has had positive effects on achievement of students in junior and senior high schools. Effects differed, however for different uses of the computer. Programs of computer-assisted and computer-managed instruction were generally quite effective, raising student examination scores by approximately 0.4 standard deviations. Programs of computer-enriched instruction, on the other hand, raised examination scores by only 0.07 standard deviations in the average study. Effects of CBE on student learning were also stronger in studies focusing on disadvantaged students and in studies conducted in recent years. Finally, CBE has positive effects on student attitudes" (p. 59).

"Reviewers who have used meta-analytic techniques to investigate the effectiveness of CBE in precollege classes are Hartley (1977), Burns (1981), and J. Kulik, Bangert, and Williams (1983). Hartley's analysis covered 89 results from 22 separate studies of computer-based teaching of arithmetic. Only eight of the 89 results, however, came from studies carried out in grades 9 through 12. The average effect of CBE in these grades was to raise arithmetic achievement scores by 0.30 standard deviations. Burns (1981) located 32 separate reports on computer-based arithmetic teaching, and coded approximately 400 results from these studies. Only 54 of the 400 results, however, were from studies carried out in secondary schools. The average effect of CBE in these reports was to raise arithmetic achievement by 0.38 standard deviations. J. Kulik et al. (1983) examined 46 separate evaluations of CBE in grades 6 through 12. The 46 studies covered instruction in a variety of subject areas. The average effect of CBE in the studies was to raise student examination scores by 0.32 standard deviations" (p. 59).

Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C. C. (1985). Effectiveness of computer-based education in secondary schools. Journal of Computer-Based Instruction. 12, pp. 59-68.

"Forty-eight studies on computer based instruction (CBI) in the elementary schools were coded on 45 variables using meta-analytic techniques. Results of the synthesis indicated computer assisted instruction (CAI) raised outcome measures by .45 standard deviation units. This is interpreted to mean that students in CAI treatment groups performned on the 65th percentile of the control group distribution. Results indicated that younger and lower achieving students profit most from exposure to CAI. Drill and practice is most effective in raising student achievement scores. The effects of computer managed instruction are minimal. The computer functions best when the task to be learned is relatively simple paired association" (p. 85).

Niemiec, R., Samson, G., Weinstein, T., & Walberg, H. J. (Winter, 1987). The effects of computer based instruction in elementary schools: A quantitative synthesis. Journal of Research on Computing in Education, 20, pp. 85-103.

"This study attempted to shed some light on effectiveness of computer-based mathematics instruction by using meta-analysis to integrate findings from varied studies. Seventy- two studies were collected from published studies, ERIC documents, and dissertations. Effectiveness was measured in terms of math achievement, problems-solving skills, and attitudes toward mathematics/instruction and computers."

"Overall results indicated that CAI/computer programming had a moderate positive effect on achievement, a slight positive effect on problem-solving skills and attitudes toward mathematics/instruction, and a great positive effect on attitudes toward computers for elementary and secondary students. Specific effects found were: 1) junior high students had higher average effect size in achievement than elementary and senior high students; 2) simulation/gaming CAI had higher effect size in achievement for higher grade students; 3) CAI was most effective for low-ability students' mathematics achievement; 4) students from average and high-income families had higher average effect sizes than students from low-income families; 5) male students learned more with computers than female students in terms of achievement; 6) CAI programs developed by experimenters or teachers had higher average effect size than programs which were commercially developed; 7) computers located in laboratories or in classrooms were equally effective in enhancing student achievement; 8) CAI was effective in improving achievement for both normal students and special students, such as remedial and learning-disadvantaged students; 9) CAI in algebra/arithmetic studying had higher average effect sizes than in geometry; 10) published studies yielded the largest effect size in achievement, and dissertations had the largest effect size in problem-solving skills; 11) Logo programming was more effective in enhancing problem-solving skills than BASIC; and 12) attitudes of male and low-ability students were most positive toward mathematics/instruction."

"In light of the above positive findings of this meta-analysis, educators/teachers may be able to make sound decisions about implementation of CAI/computer programming in mathematics instruction."

Lee, W.-C. (1990). The effectiveness of computer-assisted instruction and computer programming in elementary and secondary mathematics. Unpublished doctoral dissertation, University of Massachusetts.

"This article used quantitative techniques or meta-analysis, to integrate findings from 51 independent evaluations of computer-based teaching in Grades 6-12. The analysis showed that computer-based teaching raised students' scores on final examinations by approximately .32 standard deviations, or from the 50th to the 63rd percentile. Computer-based instruction also had smaller, positive effects on scores on follow-up examinations given to students several months after the completion of instruction. In addition, students who were taught on computers developed very positive attitudes toward the computer and positive attitudes toward the courses they were taking. Finally, the computer reduced substantially the amount of time that students need for learning."

Kulik, J. A., Bangert, R. L., & Williams, G. W. (1983) Effects of computer-based teaching on secondary school students. Journal of Educational Psychology, 75, 19-26.

"Separate meta-analyses have been completed recently on the effectiveness of computer-based education (CBE) in elementary schools, high schools, colleges and nontraditional postsecondary institutions. Several general conclusions can be drawn from these meta-analyses. First, CBE programs usually have positive effects, as measured by several different criteria of instructional effectiveness. Effects are not uniformly high, however for all types of CBE programs at all institutional levels. Second, effects vary as a function of the evaluation design used to measure CBE effectiveness. And third, study outcomes also vary as a function of the type of publication in which the results are found. Important questions about ways to improve instruction now await increased research attention."

Kulik, J. A.,& Kulik, C-L. C. (1987) Review of recent research literature on computer-based instruction. Contemporary Educational Psychology, 12, 222-230.

"A meta-analysis of findings from 101 controlled evaluations showed that computer-based education (CBE) has usually had positive effects on college students. CBE raised student examination scores by 0.26 standard deviations in the average study - a small but significant effect. CBE effects were somewhat lower in unpublished studies than they were in published ones, and they were also somewhat lower in the hard and nonlife sciences than in the social sciences and education. In addition, CBE produced small but positive changes in student attitudes toward instruction and computers. Finally, CBE also reduced substantially the amount of time needed for instruction."

Kulik, C-L. C., & Kulik, J. A. (1986, Winter/Spring). Effectiveness of computer-based education in colleges. AEDS Journal, 81-108.