| Owner: |
Zehua Dong
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| Owner Email: |
andyzehua@126.com
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| Paper Title: |
The Effect of Mobile Learning on School-Aged Students' Science Achievement: A Meta-Analysis (Poster 29)
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| Session Title: |
Division C Science Poster Session One
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| Paper Type: |
Poster Presentation
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| Presentation Date: |
4/13/2023
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| Presentation Location: |
Chicago, IL
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| Descriptors: |
Achievement, Learning Environments, Science Education
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| Methodology: |
Quantitative
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| Author(s): |
Zehua Dong, Hangzhou Normal University; Ming Ming Chiu, The Education University of Hong Kong; Shuqi Zhou, Donghua University; Zihong ZHANG, East China Normal University
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| Unit: |
Division C - Learning and Instruction
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| Abstract: |
This meta-analysis determines the overall effect of mobile learning on school-aged students’ science achievement and tests for moderator effects. The results showed a large positive overall effect of mobile learning on student’s science learning (g = 1.044). Mobile learning’s effect sizes were larger for (a) inquiry or game-based learning than other learning approaches; (b) biology, and progressively smaller for earth and space sciences, physics, and chemistry; (c) activities jointly led by students and teachers, followed by those led by students; and then those led by teachers; (d) collectivistic countries than individualistic ones; and (e) younger students. Intervention duration, device type, learning environment, pretest-posttest experimental design, and publication year showed no moderation effects. Insights concluded from moderator analysis were further discussed.
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| DOI: |
https://doi.org/10.3102/2010594
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