A meta-analytical investigation of the influence of computer assisted instruction on achievement in science

CAI has been shown to have positive and large effects on the academic achievement of students in science education in Turkey. In addition, the results remarkably indicated that the most effective grade level was elementary and CAI is more effective than traditional instruction compared to the other instruction methods. The largest mean effect was found for physics as to chemistry and biology and it is associated with in small sample size.

The results of this study suggested that a number of the studies of computer assisted instruction have increased, especially after the year 2000. This is the first study providing the overall effectiveness of CAI in science education in Turkey. This study has eliminated the contradiction about effectiveness of CAI versus traditional instruction on students’ achievement. The results indicated that CAI has been shown to have positive effects on the academic achievement of students in Turkey as well as in USA and Taiwan (Liao, 2007; Bayraktar, 2001-2002; Bangert-Drowns et al., 1985; Kulik et al., 1985). In addition, the study mentioned that CAI could be used at the elementary level rather than other levels without doubt.

After this analysis it is recommended to educational researchers for further research, that not only primary research, but also meta-analysis, should point the out the factors of effectiveness for students’ achievement using computer assisted science education. The results from further reports must be used in classes.