2019 Volume 43 Issue 2 Pages 82-91
In this study, we estimated the overall effect of technology utilization in mathematics and science education. Integrating effect-size quantitatively, we collected data on the use of technology in mathematics and science classes in elementary, secondary, and higher education curricula in Japan. As a result of integrating the effect quantity of 11 papers extracted from previous research, it became clear that the average effect-size was g=0.40. This result revealed that the effect size was small to moderate on the use of technology in science education, and the effect size cannot be said to be great compared with other educational methods. Moreover, additional analysis revealed heterogeneity between the studies and that the effect quantity varies depending on the intended use.
