Technology's effect on achievement in higher education: a Stage I meta-analysis of classroom applications

This paper reports the findings of a Stage I meta-analysis exploring the achievement effects of computer-based technology use in higher education classrooms (non-distance education). An extensive literature search revealed more than 6,000 potentially relevant primary empirical studies. Analysis of a representative sample of 231 studies (k = 310) yielded a weighted average effect size of 0.28 surrounded by wide variability. A mixed effects model was adopted to explore coded moderators of effect size. Research design was found to be not significant across true, quasiand pre-experimental designs, so the designs were combined. The variable ‘‘degree of technology use’’ (i.e., low, medium, and high) was found to be significant, with low and medium use performing significantly higher than high use. For the variable ‘‘type of use’’ (i.e., cognitive support tools, presentational tools, and Electronic supplementary material The online version of this article (doi:10.1007/s12528-009-9021-8) contains supplementary material, which is available to authorized users. R. F. Schmid (&) R. M. Bernard (&) E. Borokhovski (&) R. Tamim (&) P. C. Abrami (&) C. A. Wade M. A. Surkes G. Lowerison Centre for the Study of Learning and Performance (CSLP), Concordia University, LB-581, 1455 de Maisonneuve Blvd. West, Montreal, QC H3G 1M8, Canada e-mail: [email protected] R. M. Bernard e-mail: [email protected] E. Borokhovski e-mail: [email protected] R. Tamim e-mail: [email protected] P. C. Abrami e-mail: [email protected] 123 J Comput High Educ (2009) 21:95–109 DOI 10.1007/s12528-009-9021-8