A meta-analysis of the impact of mobile learning on mathematics achievement

The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on student...

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Bibliographic Details
Published in:Education and information technologies 2022-03, Vol.27 (2), p.1725-1745
Main Authors: Güler, Mustafa, Bütüner, Suphi Önder, Danişman, Şahin, Gürsoy, Kadir
Format: Article
Language:English
Subjects:
Academic achievement
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Education
Educational evaluation
Educational Research
Educational Technology
Effect Size
Electronic Learning
Information Systems Applications (incl.Internet)
Instructional Effectiveness
Mathematics Achievement
Mathematics education
Meta Analysis
Methods
Online instruction
Statistical Analysis
User Interfaces and Human Computer Interaction
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Summary:The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students’ mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis Online, and Web of Science was carried out to examine peer-reviewed articles that met the inclusion criteria. A total of 22 quantitative research papers published between 2010 and 2020 were included in the meta-analysis. The results show that mobile learning has a medium-level positive effect (g = 0.476; p  
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-021-10640-x