| Summary: | 碩士 === 國立新竹教育大學 === 職業繼續教育研究所 === 95 === A meta-analysis was performed to synthesize existing research comparing the effects of integrating information technology into instruction with traditional instruction on the junior high school and elementary school students’ congnitive, affective achievement, and attitudes toward integrating information technology into instruction after experiments.
The studies were located from five sources. For cognitive outcomes, there were 42 studies collected, and 21 studies on affective outcomes. The quantitative data of the collected studies were transformed into Effect Size(ES). In addition, 21 studied variables were selected and each studied variable was analyzed by one-way ANOVA to relate ESs. The main findings of this study were summarized as follows:
1.The whole effects suggest that integrating information technology into instruction is more effective than traditional instruction on both cognitive and affective learning. Their mean ES were 0.6982 and 0.4686, respectively.
2.One variable, tool reliability had a statistically significant impact on the mean ES of cognitive achievement.
3.Two variables, ability level and the school location had a statistically significant impact on the mean ES of affective achievement.
4.The results of this meta-analysis show that integrating information technology into instruction in the aspects of cognizing and affection can promote students' congnitive and affective learning results. The results of the study show that students held more positive attitudes toward integrating information technology into instruction experiments.
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