In this study the effects of the use of digital student monitoring tools for teachers (DMTs) on student achievement (primary and secondary schools, mathematics, reading, and language) were investigated through a meta-analysis (n = 14). The studies were also coded for feedback and intervention features, which resulted in three groups of combinations of DMTs and interventions. The meta-analytic findings indicate that the use of a DMT overall has a moderate effect (ES =.12) on student achievement for studies in which student achievement is measured by means of researcher-independent tests. Positive effects were also found for the use of DMTs in primary education (ES =.14), reading (ES =.17), mathematics (ES =.10), and for two groups of DMT-intervention combinations (ES =.25 and.13). Our results are encouraging but should be interpreted with caution, given the small number of studies that met our stringent inclusion criteria.
CITATION STYLE
Faber, J. M., Feskens, R., & Visscher, A. J. (2023). A best-evidence meta-analysis of the effects of digital monitoring tools for teachers on student achievement. School Effectiveness and School Improvement, 34(2), 169–188. https://doi.org/10.1080/09243453.2022.2142247
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