The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

Abstract Based on systematic research of studies published since the year 2000, this comprehensive meta-analysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k = 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g = 0.65, p

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