Özet:

In this meta-analysis, it is aimed to determine the effect of technology on academic achievement. Web of Science, ScienceDirect, Scopus, EBSCO and TR Index databases were searched and a total of 2908 results were published between July 2005 and July 2019. For the purpose of the study, 122 experimental studies with control groups implemented in Turkey were included in this study. 144 effect sizes (ES) were calculated, covering a total of 10011 samples. When calculating the effect sizes, two different combinations (1) mean, standard deviation, sample size and (2) sample size and p-value were used. In this study, because the data were heterogeneous, the random-effects model was used to calculate ES. A mixed-effects model was preferred for the moderators coded in accordance with the research questions. As a result of meta-analysis using random-effects model, the overall effect of technology on academic achievement was large (ES = 0.88). In addition, as a result of the analysis using the mixed-effects model, the effect of technology on academic achievement was significantly different according to a technology-based learning environment, sample size and education level. There was no significant difference in the effect of technology on academic achievement in terms of field/course and technology-based learning environments based on learning theories. In this study, it is important to determine the overall effect of technology on academic achievement by making a relatively comprehensive and new meta-analysis.

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