A meta-analysis of computer-based instruction in nursing education

Although dozens of studies regarding computer-based instruction (CBI) in nursing education have been conducted over the last 25 years, little has been done to summarize these studies quantitatively. In the current study, the authors used Glass's techniques of meta-analysis (Glass, McGaw, & Smith, 1981) to integrate statistically findings from 29 comparative studies concerning CBI. A clear majority of these studies favored CBI over conventional methods of instruction. The overall achievement effect size for 26 studies that quantified outcomes was 0.45, a medium-sized effect. Two study feature variables--type of CBI and required versus elective course--related to effect size. Interactive video applications of CBI produced larger effects than tutorial, computer-managed, and simulation applications, and CBI implementations in elective courses showed larger effects than implementations in required courses. Few studies reported on outcomes of retention, attitudes, and time to learn. The results demonstrate a need for more and better reported research to identify instructional qualities that lead to positive student outcomes.