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Examination of the effects of computer-based mathematics instruction methods in children with mathematical learning difficulties: a meta-analysis

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  • Kazım Küçükalkan
  • Mehmet Beyazsaçlı
  • Ayşegül Şükran Öz

Abstract

Technology is the candle which brightens the way of learning. Teaching by using computers is not a new practice and is in vogue for over 80 years. Computers have become powerful technological tools for educational purposes. Students who can develop good mathematical skills will also be able to learn other skills more easily, become more successful than others and further their learning process. The effectiveness of Computer-Based Instruction for teaching mathematics to children with specific learning difficulties has not been tested yet. Therefore, this study aims to examine the effects of Computer-Based Instruction on children with mathematical learning difficulties by evaluating the results of studies conducted in different countries with the help of the meta-analysis method, which is defined as a subset of systematic reviews of experimental researches. Inclusion criteria have been used to determine which one of the examined studies would be included in the meta-analysis. The sample size of the study is 1364 for the experimental group and 926 for the control group. Consequently, it has been observed that Computer-Based Instruction had positive effects on children with mathematical learning difficulties.

Suggested Citation

  • Kazım Küçükalkan & Mehmet Beyazsaçlı & Ayşegül Şükran Öz, 2019. "Examination of the effects of computer-based mathematics instruction methods in children with mathematical learning difficulties: a meta-analysis," Behaviour and Information Technology, Taylor & Francis Journals, vol. 38(9), pages 913-923, September.
    • Handle: RePEc:taf:tbitxx:v:38:y:2019:i:9:p:913-923
    DOI: 10.1080/0144929X.2019.1597166
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