The article "Effectiveness of Computer-Based Instruction: An Updated Analysis" by Chen-Lin C. Kulik and James A. Kulik reviews the findings from 254 controlled evaluation studies to assess the impact of computer-based instruction (CBI) on student learning. The studies cover a wide range of age groups, from kindergarten to adult education. The meta-analysis reveals that CBI generally produces positive effects, with an average effect size of 0.30 standard deviations, placing students at the 62nd percentile on achievement examinations. The size of the effect varies based on study features, such as publication source, duration of treatment, and control for instructor effects. CBI also shows small but positive changes in student attitudes toward teaching and computers and reduces the time needed for instruction. The authors discuss the limitations of earlier reviews and the need to update them to reflect recent advancements in computer technology and instructional methods. They conclude that while CBI has shown consistent and positive outcomes, further research is needed to determine its cost-effectiveness and the specific conditions under which it is most effective.The article "Effectiveness of Computer-Based Instruction: An Updated Analysis" by Chen-Lin C. Kulik and James A. Kulik reviews the findings from 254 controlled evaluation studies to assess the impact of computer-based instruction (CBI) on student learning. The studies cover a wide range of age groups, from kindergarten to adult education. The meta-analysis reveals that CBI generally produces positive effects, with an average effect size of 0.30 standard deviations, placing students at the 62nd percentile on achievement examinations. The size of the effect varies based on study features, such as publication source, duration of treatment, and control for instructor effects. CBI also shows small but positive changes in student attitudes toward teaching and computers and reduces the time needed for instruction. The authors discuss the limitations of earlier reviews and the need to update them to reflect recent advancements in computer technology and instructional methods. They conclude that while CBI has shown consistent and positive outcomes, further research is needed to determine its cost-effectiveness and the specific conditions under which it is most effective.