Integrating Educational Technology with Formative Assessment in Grades 6–8 Mathematics Instruction: A Quantitative Synthesis of Achievement Outcomes and Moderating Factors

Abstract

This study presents a quantitative synthesis of the existing literature regarding the integration of educational technology (EdTech) tools into formative assessment practices within grades 6-8 mathematics classes. Based upon Vygotsky's concept of the Zone of Proximal Development and the formative assessment structure established by Black and Wiliam (1998, 2009), the study collected outcome data from 12 different studies that included over 28,000 students. The results of these studies show that the use of EdTech tools within mathematics classes results in improved outcomes for those students, with effect sizes ranging from Hedges' g = 0.09 to Cohen's d = 0.63. Also, moderator analyses revealed that variables such as the duration of the implementation of the technology, the alignment of the technology with the curriculum and the fidelity of the teachers in implementing the technology were all associated with the size of the effect sizes. Also, analyses of the specific types of technology revealed that curriculum-integrated technologies produced the largest effects sizes (d = 0.50-0.63; Roschelle & Shechtman, 2013), while intelligent tutoring systems (ITS) produced smaller but still statistically important effect sizes (g = 0.01-0.09; Steenbergen-Hu & Cooper, 2013). Finally, analyses of the psychometric properties of digital formative assessment instruments revealed high levels of internal consistency (α = .91; Fadhila, 2024) and important gains in student scores following the implementation of these assessments (t = 8.214, p < .001). So, these findings have important implications for educators, curriculum designers and policymakers who wish to integrate technology into their mathematics classrooms.