Work

A Meta-Analysis of Technology-Based Word-Problem Interventions for Students with Disabilities

Year: 2024

Type: review

Study designs: Systematic Review, Meta-Analysis

Abstract: The aim of this meta-analysis was to investigate the effect of technology-based interventions on mathematical word problem solving for students with disabilities. This study also assessed the quality of research based on What Works Clearinghouse (WWC) design standards. A total of 21 studies were included in the analysis. This study computed an overall effect and analyzed moderators of group design studies (Hedges’ g) and single-case design studies (between-case standardized mean difference) in the same analyses. The results show that the overall effect of technology-based interventions on word problems across 21 studies was large (Hedges’ g = 1.18, 95% CI = 0.84, 1.52). Additionally, the studies meeting WWC design standards demonstrated significantly greater effects. The moderator analyses indicated that certain study characteristics, such as publication years, settings, intervention agents, technology devices and types, and mathematics topics moderated the effects of interventions. The four studies that evaluated the generalization effect of the intervention using distal standardized assessments showed a near moderate effect (Hedges’ g = 0.49, 95% CI = 0.09, 0.9). Implications for future research and practice are discussed.

Source: Education Sciences

DOI: 10.3390/educsci14121372

Authors: Soo Jung Kim, Yan Ping Xin

Institution: Purdue University West Lafayette

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,046