Effects of Technology in Mathematics on Achievement, Motivation, and Attitude: A Meta-Analysis

Kristina Higgins, Jacqueline Huscroft-D’Angelo, Lindy Crawford

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

Several studies show that using technology as an intervention tool in mathematics influences student outcomes, motivation to learn, and attitude about learning. However, no meta-analysis exists that examines all three of these characteristics combined along with several facets of the interventions. Understanding how motivation and attitude changes and influences student learning when technology is involved is essential in effectively using technology to enhance mathematical achievement. The current study uses a systematic review process to determine the effects of technology use on student achievement, motivation, and attitude. Different aspects of the intervention are examined (type of intervention, type of treatment, duration of the intervention, mathematical content area, and context of the learning environment). Results from 24 articles (4,522 subjects) indicate a significant overall impact of technology on student achievement, motivation, and attitudes; however, results vary based on the different aspect of the intervention examined.

Original languageEnglish (US)
Pages (from-to)283-319
Number of pages37
JournalJournal of Educational Computing Research
Volume57
Issue number2
DOIs
StatePublished - Apr 1 2019

Keywords

  • attitude
  • intervention
  • mathematics
  • motivation
  • technology

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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