A meta-analysis of 254 controlled studies found that computer-based instruction (CBI) generally improves student performance, with an average effect size of 0.30 standard deviations, indicating a moderate but significant benefit. CBI also positively affects student attitudes toward teaching and computers and reduces instructional time. The effectiveness of CBI varied based on study features, such as publication source, duration, and control for instructor effects. Published studies and shorter durations showed larger effects, while studies with controlled instructor effects showed smaller effects. CBI was most effective in elementary education, with effect sizes of 0.46, and least effective in special education, with an effect size of 0.56. The analysis also found that CBI had small but positive effects on student attitudes toward instruction and subjects. However, the effectiveness of CBI was not consistently higher in recent studies compared to earlier ones. The study found that CBI was more effective when used with shorter durations and when different instructors taught experimental and control groups. The results showed that CBI was more effective in postsecondary education than in precollege education. The study also found that CBI was more effective in studies published in professional journals than in dissertations or technical reports. The analysis concluded that CBI is generally effective, but its effectiveness can vary based on study features and the type of computer used. The study also found that CBI had small but positive effects on student attitudes toward instruction and subjects. However, the study did not find evidence that CBI was cost-effective. The study concluded that CBI is a valuable instructional tool that can improve student performance and reduce instructional time.A meta-analysis of 254 controlled studies found that computer-based instruction (CBI) generally improves student performance, with an average effect size of 0.30 standard deviations, indicating a moderate but significant benefit. CBI also positively affects student attitudes toward teaching and computers and reduces instructional time. The effectiveness of CBI varied based on study features, such as publication source, duration, and control for instructor effects. Published studies and shorter durations showed larger effects, while studies with controlled instructor effects showed smaller effects. CBI was most effective in elementary education, with effect sizes of 0.46, and least effective in special education, with an effect size of 0.56. The analysis also found that CBI had small but positive effects on student attitudes toward instruction and subjects. However, the effectiveness of CBI was not consistently higher in recent studies compared to earlier ones. The study found that CBI was more effective when used with shorter durations and when different instructors taught experimental and control groups. The results showed that CBI was more effective in postsecondary education than in precollege education. The study also found that CBI was more effective in studies published in professional journals than in dissertations or technical reports. The analysis concluded that CBI is generally effective, but its effectiveness can vary based on study features and the type of computer used. The study also found that CBI had small but positive effects on student attitudes toward instruction and subjects. However, the study did not find evidence that CBI was cost-effective. The study concluded that CBI is a valuable instructional tool that can improve student performance and reduce instructional time.