MODERATOR EFFECT OF MOBILE LEARNING ON STUDENTS’ ACHIEVEMENT IN PHYSICS: A META-ANALYSIS

Wahyu Dilla Abdullah; Adilah Afikah; Ezi Apino; Supahar Supahar; Jumadi Jumadi

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MODERATOR EFFECT OF MOBILE LEARNING ON STUDENTS’ ACHIEVEMENT IN PHYSICS: A META-ANALYSIS

Title	MODERATOR EFFECT OF MOBILE LEARNING ON STUDENTS’ ACHIEVEMENT IN PHYSICS: A META-ANALYSIS
Publication Type	Journal Article
Year of Publication	2024
Authors	Abdullah, WD, Afikah, A, Apino, E, Supahar, S, Jumadi, J
Journal	Journal of Baltic Science Education
Volume	23
Issue	2
Start Page	187-207
Pagination	Continuous
Date Published	April/2024
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-2538-7138
Keywords	learning achievement, meta-analysis, mobile learning, physics learning
Abstract	The use of mobile technology in physics education has become more prevalent, but more data about its effect on student academic performance needs to be collected. This meta-analysis examines the effects of mobile learning on student achievement in physics and any moderating factors. The study collected 36 primary studies from various scientific databases (Scopus, ERIC, DOAJ, Google Scholar) that met the inclusion criteria. The findings indicate that using mobile technology has a significant effect on student performance in physics compared to without mobile learning. Moderator analysis revealed differences in the effects of mobile learning on physics learning outcomes based on sample size, academic level, gender composition, learning media type, learning model type, learning outcome type, and measurement instrument type. However, no effect difference was observed in country status, publication year, sampling technique, and physics content. No publication bias was found in this study. Overall, the study suggests that mobile learning has a strong positive effect on student achievement in physics.
URL	https://oaji.net/articles/2023/987-1713272578.pdf
DOI	10.33225/jbse/24.23.187
Refereed Designation	Refereed
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