Achievement and attitudes in technology-supported postsecondary education: Complexity of relationships through the lens of meta-analysis
Abstract: One-hundred and forty-three paired achievement and attitudinal effect sizes from a meta-analysis of technology use in postsecondary education were subjected to correlational analyses to explore patterns of association between learning satisfaction and performance. The overall correlation (r = 0.299*) suggested predominantly positive relationships. However, two distinct patterns emerged. A congruent cluster contained correlations of the same direction: positive effect sizes for achievement coupled with corresponding positive attitudinal effect sizes, and negative with negative ones (r = 0.674**). An incongruent cluster, composed of subsets of positive attitudinal effects in combination with negative achievement effects and vice versa, yielded a significant negative correlation (r = –0.631**). These findings demonstrate the presence of both communal and competing relationships between “liking” and “learning.” Subsequent moderator variable analysis suggested that incongruence is less likely when technology supports instruction in STEM vs. Non-STEM subjects. Further in-depth investigation of individual studies that comprise incongruent cluster is in order to inform instructional design and educational practice.
Presider: Aklilu Tilahun Tadesse, University of Bergen