This meta-analysis compared the academic achievement of students in grades six through twelve who received either traditional instruction or traditional instruction supplemented with computer-assisted instruction (CAI) across eight curricular areas. From the forty-two conclusions, an overall mean effect size of 0.209 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 58.2 percent of those receiving only traditional instruction. The comparative effectiveness of CAI may be seen in the following descending order mean effect sizes: science, 0.639; reading, 0.262; music, 0.230; special education, 0.214; social studies, 0.205; math, 0.179; vocational education, −0.080; and English, −0.420.
This study compared the achievement of male and female students who were enrolled in an online univariate statistics course to students enrolled in a traditional face-to-face univariate statistics course. The subjects, 47 graduate students enrolled in univariate statistics classes at a public, comprehensive university, were randomly assigned to groups that used either online instruction or traditional face-to-face instruction. The effects of the independent variables of online univariate statistics instruction versus traditional face-to-face instruction on the dependent variable of statistics achievement were analyzed with a two-way analysis of variance. There was a significant difference between the achievement of students who used online univariate statistics instruction and those who used traditional face-to-face instruction (p = .001). The traditional face-to-face group scored higher with an effect size of 0.979, indicating that, on the average, those who were enrolled in a traditional face-to-face univariate statistics class outperformed 83.4% of those enrolled in the online statistics course. Moreover, females using online instruction outperformed males using online instruction and males enrolled in a traditional face-to-face course scored higher than females, with an effect size of 0.651, indicating that, on the average, those males outperformed 74.22% of the females enrolled in a traditional face-to-face statistics course.
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