The Impact of ICT Utilization to Improve The Learning Outcome: A Meta-Analysis

Janu Arlinwibowo, Heri Retnawati, Badrun Kartowagiran

Abstract


This study aims to describe the impact of the utilization of technology on learning outcomes through a meta-analysis. Data is collected by documenting research that is resulted from various sources collected through google.com. These articles were published from 2006 to 2019, in United Nations Language, The article discusses the influence of ICT on learning achievement, analyzed qualitatively, describing the data in the form of sample size, standard deviation, and average, and published in journals indexed in google scholar. The analysis design uses a contrast group with the random effect model that the effect size is corrected. The analysis was used JASP software for calculating the average aggregate difference, drawing a forest plot, and publication bias. The results of the analysis show that there is a significant difference between groups using ICT and non ICT in the learning process (SE = 1,13), groups of students who utilizing ICT in the learning have better learning outcomes than those who do not use ICT. Based on the results of the analysis, it is very clear the urgency of implementing ICT in supporting the learning process. Schools should conduct an assessment of the condition of the school and students and then choose the appropriate ICT implementation. Thus, the quality of the learning process and students' technological literacy improve.


Keywords


The Impact of ICT Utilization to Improve The Learning Outcome: A Meta-Analysis

References


J. König, D. J. Jäger-Biela, and N. Glutsch, “Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany,” Eur. J. Teach. Educ., vol. 43, no. 4, pp. 608–622, 2020.

J. Arlinwibowo, H. Retnawati, B. Kartowagiran, and G. K. Kassymova, “Distance learning policy in Indonesia for facing pandemic COVID-19: School reaction and lesson plans,” J. Theor. Appl. Inf. Technol., vol. 98, no. 14, pp. 2828–2838, 2020.

R. Sefriani, R. Sepriana, I. Wijaya, P. Radyuli, and Menrisal, “Blended learning with edmodo: The effectiveness of statistical learning during the covid-19 pandemic,” Int. J. Eval. Res. Educ., vol. 10, no. 1, pp. 293–299, 2021.

D. W. Chapman, A. Garrett, and L. O. Mahlck, “The role of technology in school improvement David,” in Adapting technology for school imprevement: A global perspective, D. W. Chapman and L. O. Mahlck, Eds. Paris: International Institute for Educational Planning, 2004, pp. 19–38.

M. Burke, C. Mariow, and T. Lento, “Feed me: Motivating newcomer contribution in social network sites,” Conf. Hum. Factors Comput. Syst. - Proc., pp. 945–954, 2009.

M. T. Machmud, A. P. Widiyan, and N. R. Ramadhani, “The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar,” Int. J. Eval. Res. Educ., vol. 10, no. 1, pp. 78–85, 2021.

J. Arlinwibowo, Y. Mustaqim, A. Prihandono, F. M. Hana, A. Ridwan, and A. I. A. Himayati, “Developing mathematical exercise software for visually impaired students,” Psychol. Eval. Technol. Educ. Res., vol. 3, no. 2, p. 33292, 2021.

M. Z. Haron, M. M. M. Zalli, M. K. Othman, and M. I. Awang, “Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality,” Int. J. Eval. Res. Educ., vol. 10, no. 1, pp. 1–7, 2021.

M. Marsigit et al., “Constructing Mathematical Concepts through External Representations Utilizing Technology : An Implementation in IRT Course,” TEM J., vol. 9, no. 1, pp. 317–326, 2020.

Surdin, “The Effect of Contextual Teaching and Learning (CTL) Models on Learning Outcomes of Social Sciences of the Material of Forms the Face of the Earth on Class VII of Junior High School,” Int. J. Educ. Res., vol. 6, no. 3, pp. 57–64, 2018.

J. S. Fu, “ICT in Education : A Critical Literature Review and Its Implications,” Int. J. Educ. Dev. Using Inf. Commun. Technol., vol. 9, no. 1, pp. 112–125, 2013.

D. L. Lowther, F. A. Inan, J. Daniel Strahl, and S. M. Ross, “Does technology integration ‘work’ when key barriers are removed?,” EMI. Educ. Media Int., vol. 45, no. 3, pp. 195–213, 2008.

H. Boholano, “Smart social networking: 21st Century teaching and learning skills,” Res. Pedagog., vol. 7, no. 2, pp. 21–29, 2017.

H. Retnawati et al., “Implementing the computer-based national examination in Indonesian School: The challenges and strategies,” Probl. Educ. 21st Century, vol. 75, no. 6, pp. 612–633, 2017.

E. Honan, “Barriers to teachers using digital texts in literacy classrooms,” Literacy, vol. 42, no. 1, pp. 36–43, 2008.

Y. Goktas, S. Yildirim, and Z. Yildirim, “Main barriers and possible enablers of ICTs Integration into pre-service teacher education programs,” Educ. Technol. Soc., vol. 12, no. 1, pp. 193–204, 2009.

A. Hutchison and D. Reinking, “Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States,” Read. Res. Q., vol. 46, no. 4, pp. 312–333, 2011.

Y. Liu and Z. Szabo, “Teachers’ attitudes toward technology integration in schools: A four-year study,” Teach. Teach. Theory Pract., vol. 15, no. 1, pp. 5–23, 2009.

H. Retnawati et al., “Implementing the computer-based national examination in Indonesian schools: The challenges and strategies,” Probl. Educ. 21st Century, vol. 75, no. 6, pp. 612–633, 2017.

J. Arlinwibowo, H. Retnawati, and R. G. Pradani, “Constraints on the physics practicum for visually impaired students in inclusive junior high schools,” in 2nd International Conference on Tehacher Education and Professional Development, 2018, pp. 83–90.

H. Retnawati, B. Kartowagiran, J. Arlinwibowo, and E. Sulistyaningsih, “Why are the mathematics national examination items difficult and what is teachers’ strategy to overcome it?,” Int. J. Instr., vol. 10, no. 3, pp. 257–276, 2017.

J. Arlinwibowo, H. Retnawati, B. Kartowagiran, and Y. Mustaqim, “Inclusion schools in the Daerah Istimewa Yogyakarta Province , Indonesia: Regulations , facilities and aspirations of Teachers,” Int. J. Early Child. Spec. Educ., vol. 13, no. 1, pp. 9–19, 2021.

H. Retnawati, B. Kartowagiran, J. Arlinwibowo, and E. Sulistyaningsih, “Why are the mathematics national examination items difficult and what is teachers’ strategy to overcome it?,” Int. J. Instr., vol. 10, no. 3, pp. 257–276, 2017.

L. V. Hedges, “Distribution Theory for Glass’s Estimator of Effect size and Related Estimators,” J. Educ. Stat., vol. 6, no. 2, pp. 107–128, 1981.

V. Chandra and M. Lloyd, “The methodological nettle: ICT and student achievement,” Br. J. Educ. Technol., vol. 39, no. 6, pp. 1087–1098, 2008.

R. Kaur, K. Sharma, and S. Singh, “Effectiveness of Multimedia Approach on the Academic Achievement of Class 8th students in English,” Int. J. Appl. Res., vol. 1, no. 9, pp. 467–471, 2015.

T. S. A. Thabet and N. . . Kalyankar, “The effect of e- learning approach on students ’ delayed achievement in fraction math course level 5 at Yemen’ s public primary schools,” Int. J. Eng. Sci. Adv. Technol., vol. 4, no. 2, pp. 206–213, 2014.

G. Bester and L. Brand, “The effect of technology on learner attention and achievement in the classroom,” South African J. Educ., vol. 33, no. 2, pp. 1–15, 2013.

A. Bin Tareef, “The Effects Of Computer-Assisted Learning On The Achievement And Problem Solving Skills Of The Educational Statistics Students,” Eur. Sci. Journal, ESJ, vol. 10, no. 28, pp. 271–279, 2014.

S. Çepni, E. Taş, and S. Köse, “The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science,” Comput. Educ., vol. 46, no. 2, pp. 192–205, 2006.

M. U. Cyril, “Effects of Multimedia Instruction on Retention and Achievement of Basic Machining Skills in Mechanical Craft Practice,” Int. J. Educ. Inf. Technol. Vol., vol. 2, no. 1, pp. 1–7, 2016.

H.-M. Lin, W.-J. Chen, and S.-F. Nien, “The Study of Achievement and Motivation by e-Learning–A Case Study,” Int. J. Inf. Educ. Technol., vol. 4, no. 5, pp. 421–425, 2014.

N. N. Takawale and S. M. Kulkarni, “Effectiveness of Smart Classroom over Traditional Classroom in Terms of Academic Achievement of Students Using Statistical Method,” Int. J. Innov. Res. Comput. Commun. Eng. (An ISO Certif. Organ., vol. 4, no. 6, pp. 2048–2052, 2016.

D. Kaya, C. Kesan, and D. Izgiol, “The effect of internet-based education on student success in teaching of 8th grade triangles subject,” J. Educ. Instr. Stud., vol. 2, no. 4, pp. 74–81, 2012.

E. Cener, I. Acun, and G. Demirhan, “The impact of ICT on Pupils’achievement and attitudes in social studies,” J. Soc. Stud. Educ. Res., vol. 6, no. 1, pp. 190–207, 2015.

A. A. Ziden, I. Ismail, R. Spian, and K. Kumutha, “The effects of ICT use in teaching and learning on students’ achievement in Science Subject in a primary school in Malaysia,” Malaysian J. Distance Educ., vol. 13, no. 2, pp. 19–32, 2011.

I. Hussain, Q. Suleman, N. ud Din, and F. Shafique, “Effects of Information and Communication Technology (ICT) on students’ academic achievement and retention in chemistry at secondary Level,” J. Educ. Educ. Dev., vol. 4, no. 1, pp. 73–93, 2017.

A. B. Amry, “The impact of WhatApp mobile social learning on the achievement and attitudes of female students compared with face to face learning in the classroom,” Eur. Sci. J., vol. 10, no. 22, pp. 116–136, 2014.

Badr. M. M. Alzannan, “The Effect of Using Ipad on the Achievement of Children in Layla Kindergarten in Saudi Arabian,” IOSR J. Res. Method Educ., vol. 5, no. 1, pp. 58–65, 2015.

B. C. Sadega, M. Mishiwo, J. A. F. G. A. Kofi, and J. Awudetsey, “Effect of computer assisted instruction (CAI) on senior high school students’achievement at pie chart and histogram in core mathematics,” vol. 5, no. 9, pp. 45–68, 2017.

M. R. Iravani and H. Dellfechresh, “Effect of CAI on Science Achievement of Higher Primary,” Int. J. Bus. Soc. Sci., vol. 2, no. 19, pp. 170–172, 2011.

O. Serin, “The effects of the computer-based instruction on the achievement and problem solving skills of the science and technology students,” Turkish Online J. Educ. Technol., vol. 10, no. 1, pp. 183–201, 2011.

C. V Satyaprakasha and S. Behera, “Effectiveness of Multi Media Teaching on Achievement in Biology,” Int. J. Inf. &Futuristic Res., vol. 1, no. 8, pp. 1–11, 2014.

K. V. Kingsley and R. Boone, “Effects of multimedia software on achievement of middle school students in an American history class,” J. Res. Technol. Educ., vol. 41, no. 2, pp. 203–221, 2008.

M. A. Gaonkar and H. M. Shailaja, “Effectiveness of Multimedia Learning on Achievement in Biology,” Int. J. Adv. Res. Educ. Technol., vol. 4, no. 1, pp. 10–14, 2017.

S. Eryilmaz, “A Mobile-Based Instruction Application : The Effect of Mobile- Based Concept Instruction on Academic Achievement , Retention and Attitudes of Students,” J. Educ. Pract., vol. 4, no. 17, pp. 205–218, 2013.

O. C. Falode, M. F. Sobowale, R. M. Saliu, H. Usman, and M. E. Falode, “Effectiveness of Computer Animation Instructional Package on Academic Achievement of Senior Secondary School Agricultural Science Students in Animal Physiology in Minna ,” Bulg. J. Sci. Educ. Policy, vol. 10, no. 1, pp. 5–19, 2016.

O. I. Ikwuka and N. N. C. Samuel, “Computer Animation on Chemistry Academic Achievement of Secondary School Students in Anambra State, Nigeria,” J. Emerg. Trends Educ. Res. Policy Stud., vol. 8, no. 2, pp. 98–102, 2017.

O. K. Okwara, P. I. Anyah, and G. S. Ikyaan, “Effect of projected instructional media on senior secondary student’s achievement in biology,” Int. J. Sci. Res. Educ., vol. 10, no. 2, pp. 137–147, 2017.

O. O. Thomas and O. O. Israel, “Effectiveness of Animation and Multimedia Teaching on Students’ Performance in Science Subjects,” Br. J. Educ. Soc. Behav. Sci., vol. 4, no. 2, pp. 201–210, 2014.

J. A. Abidoye and C. T. Omotunde, “Effects of Computer Animation Package on Senior Secondary School Students’ Academic Achievement in Geography in Ondo State, Nigeria.,” J. Teach. Teach. Educ., vol. 3, no. 2, pp. 123–127, 2015.

N. C. Hat, M. F. A. Hamid, S. H. Sha’ari, and S. B. Zaid, “The Effectiveness of the Use of Animation in Arabic Language Learning,” Asian Soc. Sci., vol. 13, no. 10, p. 124, 2017.

E. F. Bamidele and F. B. Yoade, “Effects of Modes of Computer Animation Instructional Packages on Students ’ Achievement i n OSUN State Secondary Schools ’ Biology,” Int. J. Innov. Res. Educ. Sci., vol. 4, no. 4, pp. 496–501, 2017.

E. Samari and M. Atashak, “The effect of learning by ICT on educational advances among the students of Payam-e Noor University (PNU),” Procedia - Soc. Behav. Sci., vol. 29, pp. 464–468, 2011.

M. A. S. Parrot and K. E. Leong, “Impact of Using Graphing Calculator in Problem Solving,” Int. Electron. J. Math. Educ., vol. 13, no. 3, pp. 139–148, 2018.

P. Shadaan and L. K. Eu, “Effectiveness of Using GeoGebra on Students’ Understanding in Learning Circles.,” Malaysian Online J. Educ. Technol., vol. 1, no. 4, pp. 1–11, 2013.

A. Farrajallah, “The Impact of the Employment of Geogebra Software in Acquiring Some Visual Thinking Skills and On the Academic Achievement among 8 th Grade Students,” IOSR J. Math., vol. 12, no. 2, pp. 53–64, 2016.

N. R. Herga, M. I. Grmek, and D. Dinevski, “Virtual laboratory as an element of visualization when teaching chemical contents in science class,” Turkish Online J. Educ. Technol., vol. 13, no. 4, pp. 157–165, 2014.

M. M. Ratamun and K. Osman, “The effectiveness of Virtual Lab compared to Physical Lab in the mastery of science process skills for chemistry experiment,” Probl. Educ. 21st Century, vol. 76, no. 4, pp. 544–560, 2018.

A. G. Adeleke, “Effects of Geographic Information System on the Learning of Environmental Education Concepts in Basic Computer-Mediated Classrooms in Nigeria,” IAFOR J. Educ., vol. 5, no. 3, pp. 125–136, 2017.

D. G. Ngatia, J. Changeiywo, and P. W. Wambugu, “Impact of Interactive Multimedia Simulations Advance Organizers Teaching Approach on Students’ Achievement in Secondary School Physics,” Int. J. Educ. Res., vol. 7, no. 1, pp. 279–290, 2019.

S. J. Kumar, “Effects of Computer Simulations on Senior Secondary School Students’ Achievements in Practical Physics in Educational District III, Lagos State, Nigeria,” Glob. J. HUMAN-SOCIAL Sci. G Linguist. Educ., vol. 18, no. 8, pp. 13–22, 2018.

J. M. Yien, C. M. Hung, G. J. Hwang, and Y. C. Lin, “A game-based learning approach to improving students’ learning achievements in a nutrition course,” Turkish Online J. Educ. Technol., vol. 10, no. 2, pp. 1–10, 2011.

A. Ambusaidi, A. Al Musawi, S. Al-Balushi, and K. Al-Balushi, “The impact of virtual lab learning experiences on 9th grade students’ achievement and their attitudes towards science and learning by virtual lab,” J. Turkish Sci. Educ., vol. 15, no. 2, pp. 13–29, 2018.

K. Sevari and M. Falahi, “The Effectiveness of Math Educational Software on Creativity and Academic Achievement,” Psychol. Behav. Sci. Int. J., vol. 8, no. 4, pp. 1–8, 2018.

M. Sommer and A. Ritzhaupt, “Impact of the flipped classroom on learner achievement and satisfaction in an undergraduate technology literacy course,” J. Inf. Technol. Educ. Res., vol. 17, pp. 42–50, 2018.

A. Gilavand and M. Shooriabi, “Investigating the Impact of the Use of Mobile Educational Software in Increase of Learning of Dentistry Students,” Int. J. Med. Res. Heal. Sci., vol. 5, no. 12, pp. 191–197, 2016.

N. Incedayı, “The Impact of Using Multimedia Technologies on Students Academic Achievement in the Bakirköy Final College,” Int. J. Humanit. Soc. Sci. Educ., vol. 5, no. 1, pp. 40–47, 2018.

E. Aktas and S. U. Yurt, “Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students,” Int. J. High. Educ., vol. 6, no. 1, p. 180, 2017.

W. C, G. Charles-Ogan, and R. Y. Adesope, “The geogebra interactive software and senior secondary school three (SSS3) students’interest and achievement in mathematics,” Int. J. Math. Stat. Stud., vol. 5, no. 1, pp. 1–8, 2017.

U. Sari, A. H. Hassan, K. Guven, and O. F. Sen, “Effects of the 5E Teaching Model Using Interactive Simulation on Achievement and Attitude in Physics Education,” Int. J. Innov. Sci. Math. Educ., vol. 25, no. 3, pp. 20–35, 2017.

M. A. Alkhateeb and A. M. Al-Duwairi, “The Effect of Using Mobile Applications (GeoGebra and Sketchpad) on the Students’ Achievement,” Int. Electron. J. Math. Educ., vol. 14, no. 3, pp. 523–533, 2019.

N. Idris, “The effect of geometers’ sketchpad on the performance in geometry of Malaysian students’ achievement and their van Hiele geometric thinking,” Malaysian J. Math. Sci., vol. 1, no. 2, pp. 169–180, 2007.

G. Dimakos and N. Zaranis, “The influence of the geometer’s sketchpad on the geometry achievement of greek school students,” Teach. Math., vol. 13, no. 2, pp. 113–124, 2010.

H. Retnawati, E. Apino, Kartianom, H. Djidu, and R. D. Anazifa, Pengantar Analisis Meta [Introduction to Meta Analysis]. Yogyakarta: Parama Publishing, 2018.

W. A. Almurashi, “The Effective Use of Youtube Videos for Teaching English,” Int. J. English Lang. Linguist. Res., vol. 4, no. 3, pp. 32–47, 2016.

S. Ghavifekr and W. A. W. Rosdy, “Teaching and learning with technology: Effectiveness of ICT integration in schools,” Int. J. Res. Educ. Sci., vol. 1, no. 2, pp. 175–191, 2015.

N. Easingwood and J. Williams, ICT and Primary Mathematics. Abingdon, Oxfordshire: RoutledgeFarmer, 2004.

A. Nurkholis Majid and E. Rohaeti, “The Effect of Context-Based Chemistry Learning on Student Achievement and Attitude,” Am. J. Educ. Res., vol. 6, no. 6, pp. 836–839, 2018.

H. Qudsyi, H. E. Wijaya, and N. Widiasmara, “Effectiveness of Contextual Teaching and Learning (CTL) to Improve Students Achievement and Students’ Self-Efficacy in Cognitive Psychology Course,” Adv. Soc. Sci. Educ. Humanit. Res., vol. 164, pp. 143–146, 2018.

A. Aristovnik, “The impact of ict on educational performance and its efficiency in selected EU and OECD countries: A non-parametric analysis,” Turkish Online J. Educ. Technol., vol. 11, no. 3, pp. 144–152, 2012.

N. Arbain and N. A. Shukor, “The Effects of GeoGebra on Students Achievement,” Procedia - Soc. Behav. Sci., vol. 172, pp. 208–214, 2015.

C. A. Mrani, A. El Hajjami, and K. El Khattabi, “Effects of the integration of PhET simulations in the teaching and learning of the physical sciences of common core (Morocco),” Univers. J. Educ. Res., vol. 8, no. 7, pp. 3014–3025, 2020.

A. H. Cherif et al., “College Students ’ Use of YouTube Videos In Learning Biology and Chemistry Concepts,” Pinnacle J., vol. 2, no. 6, pp. 1–14, 2014.

F. Ajredini, N. Izairi, and O. Zajkov, “Real Experiments versus Phet Simulations for Better High-School Students’ Understanding of Electrostatic Charging,” Eur. J. Phys. Educ., vol. 5, no. 1, p. 59, 2014.

J. Galloway, Primary ICT for Teaching Assistants. Milton Park, Abingdon: Routledge, 2007.

A. Takahashi, T. Watanabe, and M. Yoshida, English Translation of the Japanese Mathematics Curricula in the Course of Study. Madison, NJ: Global Education Resources, 2008.

S. Mishra and R. C. Sharma, Interactive Multimedia in Education and Training. London: Idea Grup Publishing, 2011.

J. Arlinwibowo and H. Retnawati, “Developing audio tactile for visually impaired students,” Int. New Trends Educ. Their Implic. ( IJONTE ), vol. 6, no. 4, pp. 18–30, 2015.




DOI: http://doi.org/10.11591/ijere.v11i2.22112

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.