Meta-analysis of effect sizes of computer assisted instruction studies in science education
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Date
2018-03
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Science, Technology, Mathematics and Education (JOSTMED)
Abstract
Computers have been in use in facilitating teaching and learning in Nigerian institutions of learning over the years. The study investigated the magnitude of the effects of Computer Assisted Instruction on secondary students’ performance in sciences through meta-analysis of the effect sizes of the studies done in Science Education Department, Federal University of Technology Minna. Descriptive survey design precisely using Meta-analysis was adopted in the study. The population of the study consisted of 545 projects conducted in science education department F.U.T. Minna for the years 2006-2015. 78 research reports were selected using purposeful sampling technique considering only CAI studies. The results revealed that the average effect size of Biology across the years was 0.46 (46%), Chemistry was 0.05 (5%), Geography was 0.48(48%), Mathematics was 0.40 (40%) and Physics was 0.57 (57%) across the years. The average effect size of the five basic science subjects was 0.52(52%) which is a large effect size. The study found out that there was no significant difference among the effect sizes based on nature of subjects and there was no significant difference among the effect sizes based on the years of the studies. It was recommended among others that use of CAI should be encouraged in schools as it enhances teaching and learning especially in science subjects. Effect sizes should always be reported in
experimental studies to display the quantum of effects of treatments for decision making
Description
Keywords
Meta-analysis, Computer assisted instruction, Effect size, Achievement
Citation
Idris, U. S. B., Abubakar, M., Ezeamagu, M. U., Ezeamagu, C. E., & Sulaiman, M. M.(2018). Meta-analysis of effect sizes of computer assisted instruction studies in science education. Journal of Science, Technology, Mathematics and Education (JOSTMED), 14(1), 177-187