Title:
A Meta-Analysis of the Role of Modern Technologies in Enhancing the Quality of Education and Learning
Authors:
Nasser Razmtalab
(Corresponding Author
)
PhD in Educational Administration, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
(Corresponding Author
)
PhD in Educational Administration, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
Abstract:
Despite the increasing expansion of modern technologies in educational systems, empirical evidence regarding the extent and manner of their impact on the quality of education and learning remains contradictory and scattered. This study aims to synthesize and aggregate the existing empirical evidence on the role of modern technologies in enhancing the quality of education and learning using a meta-analysis approach. This research is applied in purpose and employs a quantitative meta-analysis design. The statistical population included all relevant domestic articles and theses that were freely available. Following a systematic screening process based on inclusion criteria, 20 studies were selected for the final analysis. Data were analyzed using CMA3 software based on the standardized mean difference effect size index. The results indicated that the combined effect size under the random-effects model was g = 1.310 (95% CI: 0.865 to 1.755), which is classified as a "large" effect according to Cohen's benchmarks. Cochran's Q test (Q = 657.179, P < 0.001) and the I² index (97.109%) indicated very high heterogeneity among the studies. The Fail-Safe N test (N = 4163) demonstrated that the significance of the combined effect is relatively robust against unpublished studies. However, the Duval and Tweedie's Trim and Fill method revealed that after adjusting for potential publication bias, the effect size decreases, though it remains positive and significant (g = 0.789 under the random-effects model(.Modern educational technologies generally have a positive, significant, and large effect on enhancing the quality of education and learning. However, the high heterogeneity among studies indicates that this effectiveness likely depends on the type of technology, educational context, quality of instructional design, and teacher readiness. Therefore, educational policymaking should avoid a "one-size-fits-all" approach and instead focus on teacher empowerment and evidence-based instructional design.