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Abstract
This meta-analysis study aimed to examine the influence of integrating mobile devices on students' academic achievement. The literature review encompassed a comprehensive collection of 344 research studies published between 2000 and 2022, from which 50 were selected for inclusion in the meta-analysis. These selected studies utilized pre-test/post-test control group experimental and quasi-experimental designs, involving a total of 4,223 participants. The moderator variables considered in this study included the sample group, school subjects, year of the studies, culture, and the types of technology employed. The findings derived from the random effects model indicated a small positive effect size of 0.28 for mobile technologies on student achievement. However, the results of the moderator analysis did not provide support for hypotheses H2 and H3, which proposed sample group and school subject play a moderating role in academic achievement. On the other hand, hypotheses H4, H5, and H6, which posited that publication year of the research, type of mobile technology, and culture respectively, act as moderators in the effect size of mobile devices on academic achievement, were supported by the study.
