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

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Abstract

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, quasi- and 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 multiple uses), cognitive support (g+ = 0.40) was greater than presentational and multiple uses.

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Notes

  1. This acknowledges that studies published in 1990 were informed by data collected prior to the 1990 Internet milestone, sometimes many years prior (see inclusion criteria policy below).

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Acknowledgments

An earlier version of this paper was presented at the American Educational Research Association’s Annual Meeting, San Diego, CA on April 14, 2009. This study was supported by grants from the Social Sciences and Humanities Research Council of Canada to Schmid, Abrami and Bernard. The authors express appreciation to Christina Galofre, Carol Sparkes, Larysa Lysenko, Julia Barkhouse, Anna Sokolovskaya, Katherine Hanz, Nancy Acemian, Dai Zhang and Lucie A. Ranger. Contact: Dr. Richard F. Schmid, CSLP, LB-583-3, Department of Education, Concordia University, 1455 de Maisonneuve Blvd. W., Montreal, QC, Canada H3G 1M8. E-mail: schmid@education.concordia.ca, Website: http://doe.concordia.ca/cslp.

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Authors and Affiliations

  1. Centre for the Study of Learning and Performance (CSLP), Concordia University, LB-581, 1455 de Maisonneuve Blvd. West, Montreal, QC, H3G 1M8, Canada

    Richard F. Schmid, Robert M. Bernard, Eugene Borokhovski, Rana Tamim, Philip C. Abrami, C. Anne Wade, Michael A. Surkes & Gretchen Lowerison

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  1. Richard F. Schmid
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  2. Robert M. Bernard
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  3. Eugene Borokhovski
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  4. Rana Tamim
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  5. Philip C. Abrami
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  6. C. Anne Wade
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  7. Michael A. Surkes
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  8. Gretchen Lowerison
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Correspondence to Richard F. Schmid, Robert M. Bernard, Eugene Borokhovski, Rana Tamim or Philip C. Abrami.

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Schmid, R.F., Bernard, R.M., Borokhovski, E. et al. Technology’s effect on achievement in higher education: a Stage I meta-analysis of classroom applications. J Comput High Educ 21, 95–109 (2009). https://doi.org/10.1007/s12528-009-9021-8

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