The Effect of Technology-Enhanced Instruction on Academic Achievement in Algebra Learning: A Meta-Analysis Study

Abstract

The purpose of this study is to examine the effect of technology-enhanced instruction on students’ achievement in the algebra learning compared to traditional instruction. A total of 18 studies published between 2005-2025 and meeting the specified inclusion criteria were analysed within the scope of the study. The PRISMA flow chart was used to ensure transparency and trace ability of the literature review process. Due to the heterogeneity observed among studies, the random effects model was preferred in the analyses. According to the findings obtained, the overall effect size of technology-enhanced instruction on academic achievement was Hedges’ g = 0.875, and this effect was determined to be highly significant. In addition, educational level, technology type, implementation duration, scale developer, and sub-learning domain variables were examined as moderators. Although differences were observed between subgroups in terms of effect size, it was determined that these differences did not statistically significantly affect the overall effect. The results reveal that technology-enhanced instruction in algebra learning is more effective than traditional methods in increasing student achievement