The effects of computer-assisted instruction on mathematics achievement in mainland China: a meta-analysis

Ph.D. ; This meta-analysis examined the effect of computer-assisted instruction (CAI) on mathematics achievement in mainland China, and compared meta-analyses findings of CAI applications using similar review methods in Western countries. Using rigorous inclusion criteria, we identified 31 qualifying studies, covering 13,028 students in grades 1-12. They produced an overall effect size of +0.35 in comparison to traditional instruction. Of the various types of CAI, Cooperative-CAI and Inquiry-CAI had the largest effects (ES= +0.53 and +0.48, respectively). This finding supports principles of the recent curriculum reform in mainland China, which states that CAI produces better results when combined with new teaching models. Even Supplemental-CAI and Transmission-CAI were more effective than traditional transmission teaching. Effect sizes were higher than those from meta-analyses using similar methods in the U.S. and other Western nations. ; 本元分析考察了中國大陸的電腦輔助教學對數學成就的影響，並且將其結果與西方應用類似方法的同主題元分析結果進行對比。基於嚴格的篩選標準，本文最終納入31篇合格的研究論文，他們所選擇的被試都是一到十二年級的學生，樣本量之和達到13028人。與傳統的教學方法相比，31篇論文得到的總效應量為+0.35。在各種類型的電腦輔助教學中，合作型電腦輔助教學和探究型電腦輔助教學的效應量是最大的，分別達到+0.53和+0.48。該發現支持了中國大陸最近的課程改革的觀點：將新的教學模式與電腦輔助教學相結合，會產生更好的效果。相比傳統教學方法，補充型電腦輔助教學和傳遞型電腦輔助教學也是更有效的。本研究得到的總效應量高於西方國家應用類似方法的同主題元分析的總效應量。 ; Xie, Chen. ; Thesis Ph.D. Chinese University of Hong Kong 2018. ; Includes bibliographical references (leaves 100-123). ; Abstracts also in Chinese. ; Title from PDF title page (viewed on 4 June, 2021).