The effect of technology supported teaching on students' academic achievement: a combined meta-analytic and thematic study

This research aimed to enlighten the ambiguous relationship between technology supported teaching (TST) and students' achievement. A meta-analysis was conducted incorporating the quantitative findings of 11 scientific studies derived from 245 theses and 386 articles. These addressed the effect of technology on students' academic achievement nationally and internationally between 2005 and 2016. The results indicate that TST has a positive effect on students' academic achievement. Furthermore, participants' perceptions of this issue were thematically derived from 12 academic studies and these corroborated the quantitative findings. Learners should therefore be exposed to innovative technologies such as Web 2.0 and augmented reality technologies to effectively and adequately benefit from them as learning strategies. The results of both studies are discussed in detail and suggestions made for future research.

[1]  Peter Albion,et al.  Responding to Challenges in Teacher Professional Development for ICT-Integration in Education , 2016, J. Educ. Technol. Soc..

[2]  David R. Brecht.  An investigation of the impact of technology use in a student-centered classroom on the grades six and nine P rovincial Achievement Tests (PATs) and grade twelve Diploma Exam (DIP) , 2010 .

[3]  Gwo-Jen Hwang,et al.  A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students , 2011, Comput. Educ..

[4]  Sharon L. Wright.  Examining the Impact of Collaboration Technology Training Support on Virtual Team Collaboration Effectiveness. , 2013 .

[5]  A. Viera,et al.  Understanding interobserver agreement: the kappa statistic. , 2005, Family medicine.

[6]  R. L. Bell.  An analysis of principals' perceptions of technology's influence in today's schools , 2011 .

[7]  R. Rosenthal.  The file drawer problem and tolerance for null results , 1979 .

[8]  Türk Fen.  The Effect of PowerPoint and Traditional Lectures on Students' Achievement in Physics , 2011 .

[9]  Huw T. O. Davies,et al.  What is meta-analysis? , 2009 .

[10]  P. Twining.  Oversold and underused: computers in the classroom , 2002 .

[11]  Combined test procedures in the meta-analysis of controlled clinical trials. , 2000, Studies in health technology and informatics.

[12]  Hasan Türker,et al.  İLKÖĞRETİM SOSYAL BİLGİLER ÖĞRETİMİNDE İNTERNET TABANLI ÖĞRETİM YÖNTEMİNİN DERS BAŞARISINA ETKİSİ , 2010 .

[13]  What Works Where ? The Relationship Between Instructional Variables and Student Achievement in Mathematics and Science in Low-, Medium-and High-Achieving Countries , 2013 .

[14]  Sumedha Chauhan,et al.  A meta-analysis of the impact of technology on learning effectiveness of elementary students , 2017, Comput. Educ..

[15]  Qing Li.  Student and Teacher Views About Technology , 2007 .

[16]  Chang Zhu,et al.  Investigating variables predicting Turkish pre-service teachers' integration of ICT into teaching practices , 2017, Br. J. Educ. Technol..

[17]  Gwo-Jen Hwang,et al.  Effects of Touch Technology-based Concept Mapping on Students' Learning Attitudes and Perceptions , 2013, J. Educ. Technol. Soc..

[18]  Yungwei Hao,et al.  Large-Scale Studies and Quantitative Methods , 2008 .

[19]  A. Badeleh,et al.  The Effects of Information and Communication Technology Based Approach and Laboratory Training Model of Teaching on Achievement and Retention in Chemistry , 2011 .

[20]  Johan van Braak,et al.  Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence , 2012, Comput. Educ..

[21]  J. Voogt,et al.  A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies , 2012 .

[22]  Renee Hobbs,et al.  Teacher motivations for digital and media literacy: An examination of Turkish educators , 2017, Br. J. Educ. Technol..

[23]  Leping Liu,et al.  The Effects of Differentiated Technology Integration on Student Achievement in Middle School Science Classrooms , 2007 .

[24]  Jacob Cohen.  Statistical Power Analysis , 1992 .

[25]  R. Kozma.  Comparative Analysis of Policies for ICT in Education , 2008 .

[26]  Johan van Braak,et al.  Teachers' professional reasoning about their pedagogical use of technology , 2016, Comput. Educ..

[27]  Djordje Kadijevich.  A dataset from TIMSS to examine the relationship between computer use and mathematics achievement , 2015, Br. J. Educ. Technol..

[28]  Philip C. Abrami,et al.  What Forty Years of Research Says About the Impact of Technology on Learning , 2011 .

[29]  Matthew B. Miles,et al.  Qualitative Data Analysis: An Expanded Sourcebook , 1994 .

[30]  Erdogan Tezci,et al.  Teachers’ effect on ict use in education: the Turkey sample☆ , 2009 .

[31]  Hasan Bakirci,et al.  The effects of simulation technique and worksheets on formal operational stage in science and technology lessons , 2011 .

[32]  Kelly Shapley,et al.  Effects of Technology Immersion on Middle School Students’ Learning Opportunities and Achievement , 2011 .

[33]  Marjolein Drent,et al.  Which factors obstruct or stimulate teacher educators to use ICT innovatively? , 2008, Comput. Educ..

[34]  Ömer Geban,et al.  Effect of constructed web-supported instruction on achievement related to educational statistics , 2010 .

[35]  Hakan Türkmen.  An Effect of Technology Based Inquiry Approach on the Learning of "Earth, Sun, & Moon" Subject , 2009 .

[36]  A. Hussain,et al.  Technology Based Learning Environment and Student Achievement in English as a Foreign Language in Pakistan , 2012 .

[37]  Cor Suhre,et al.  Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance , 2016 .