Abstract
This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see text] = 0.56) on low-performing students’ mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([Formula: see text] = 0.86), followed by tutoring [Formula: see text] = 0.80), game-based intervention ([Formula: see text] = .58), and computerized practice ([Formula: see text] = .23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students’ mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students’ mathematics achievement. Implications for instructional design and practices are also discussed.
