Moderator Effect of Mobile Learning on Students’ Achievement in Physics: A Meta-Analysis

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. Keywords: learning achievement, meta-analysis, mobile learning, physics learning

Utilization of Technology in Physics Education: A Literature Review and Implications for the Future Physics Learning

“…11. (Abdullah et al, 2024) Moderator effect of mobile learning on students' achievement in physics: A meta-analysis.…”

“…The impact of mobile technology on education, especially in physics, has been profound and far-reaching. According to Abdullah et al (2024), mobile learning platforms significantly enhance student achievement in physics by providing flexible access to educational materials and interactive simulations. This accessibility allows students to learn at their own pace and on their own terms, effectively breaking down the walls of the traditional classroom.…”