A Meta-Analysis on the Effects of Computer-Assisted Instruction on Students’ Learning Achievement in Taiwan

The application of computer-assisted instruction (CAI) in Taiwan had gone for a long time. This study was performed to synthesize existing research comparing the effects of CAI versus (traditional instruction) TI on students’ achievement in Taiwan. In spite of claims regarding the potential benefits of using CAI in education, research results comparing the effects of CAI and traditional instruction in Taiwan are conflicting. Some studies all reported significant gains for CAI over traditional instruction. However, some studies had found no significant differences between CAI and traditional instruction. Meta-analysis was a statistical process whereby the findings of several studies, focusing on a common problem or topic, are pooled in an effort to draw inferences as to the meaning of a collective body of research. In an effort to lend data to this debate, this study provides the first meta-analysis of CAI verse traditional instruction in Taiwanese schools. The results from this study suggest that the effects of CAI in instruction are positive over traditional teaching in Taiwan. Students’ learning achievement in language subject area was significant different from mathematics subject area, but learning achievement in sociology, science, and computer subject area were insignificant different from mathematics subject area. Students’ learning achievement with multimedia type CAI was significant different from with web-based type CAI, and students’ learning achievement with web-based type CAI was better than with multimedia type CAI. Keywordscomputer-assisted instruction, learning achievement, meta-analysis