Defrian Melta, Lufri, Festiyed, Asrizal, Rahadian Zainul, Fauziah Hervi, Wan Nurul Huda Wan Ab Kadir
The widespread adoption of digital technologies has reshaped contemporary educational practices, necessitating empirical evidence on their actual contribution to learning effectiveness. This study presents a meta-analysis investigating the impact of technology-supported instruction on students’ academic performance across diverse educational contexts. A systematic search of Google Scholar and ERIC databases identified quantitative studies published between 2015 and 2024 that compared technology-enhanced learning with conventional instructional approaches. Fifteen eligible studies, yielding 29 independent datasets, met the inclusion criteria and were analyzed using a random-effects model to account for heterogeneity among studies. The findings indicate a statistically significant and positive overall effect of technology use on learning outcomes, with a mean effect size of 0.728, categorized as high. This result suggests that appropriately designed and pedagogically aligned technological interventions can substantially enhance students’ academic achievement. The analysis further reveals considerable variability in effect sizes, highlighting that learning gains are influenced by factors such as instructional design quality, learner characteristics, subject matter, and the type of technology employed. Interactive and adaptive technologies tended to demonstrate stronger effects compared to tools used primarily for content delivery. Despite the overall positive impact, challenges related to unequal access to digital resources, disparities in digital literacy, and concerns regarding data privacy remain significant barriers to equitable implementation. These findings emphasize that technology alone does not guarantee improved learning outcomes; rather, its effectiveness depends on thoughtful integration within sound pedagogical frameworks. Future research should focus on context-sensitive, inclusive, and sustainable technology-mediated learning models to maximize educational benefits in the digital era. © 2026, Malque Publishing. All rights reserved.
Natural Science Education Department, Universitas Negeri Padang, West Sumatra, Padang, Indonesia; Biology Education Department, Universitas Negeri Padang, West Sumatra, Padang, Indonesia; Science Education, Faculty of Science and Mathematics, Sultan Idris Education University (UPSI), Tanjong Malim, Perak, Malaysia
