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

3 Citations (Scopus)

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

Fingerprint

achievement orientation
effects of technology
achievement motivation
mathematics
Students
student
attitude change
learning
learning environment

Keywords

  • attitude
  • intervention
  • mathematics
  • motivation
  • technology

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Effects of Technology in Mathematics on Achievement, Motivation, and Attitude : A Meta-Analysis. / Higgins, Kristina; Huscroft-D’Angelo, Jacqueline; Crawford, Lindy.

In: Journal of Educational Computing Research, Vol. 57, No. 2, 01.04.2019, p. 283-319.

Research output: Contribution to journalArticle

@article{1314dd40d0a84b738a63b2980461ee7c,
title = "Effects of Technology in Mathematics on Achievement, Motivation, and Attitude: A Meta-Analysis",
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.",
keywords = "attitude, intervention, mathematics, motivation, technology",
author = "Kristina Higgins and Jacqueline Huscroft-D’Angelo and Lindy Crawford",
year = "2019",
month = "4",
day = "1",
doi = "10.1177/0735633117748416",
language = "English (US)",
volume = "57",
pages = "283--319",
journal = "Journal of Educational Computing Research",
issn = "0735-6331",
publisher = "Baywood Publishing Co. Inc.",
number = "2",

}

TY - JOUR

T1 - Effects of Technology in Mathematics on Achievement, Motivation, and Attitude

T2 - A Meta-Analysis

AU - Higgins, Kristina

AU - Huscroft-D’Angelo, Jacqueline

AU - Crawford, Lindy

PY - 2019/4/1

Y1 - 2019/4/1

N2 - 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.

AB - 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.

KW - attitude

KW - intervention

KW - mathematics

KW - motivation

KW - technology

UR - http://www.scopus.com/inward/record.url?scp=85063287121&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85063287121&partnerID=8YFLogxK

U2 - 10.1177/0735633117748416

DO - 10.1177/0735633117748416

M3 - Article

AN - SCOPUS:85063287121

VL - 57

SP - 283

EP - 319

JO - Journal of Educational Computing Research

JF - Journal of Educational Computing Research

SN - 0735-6331

IS - 2

ER -