EdTech's direct effect on student attitudes is small and non-significant (d = 0.1308), but attitudes correlate significantly with attainment (r = 0.694)¶
Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesisr3·q4·i0–i3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i0 EdTech's direct effect on attitudes was small and not significant (d = 0.1308, p = 0.0835). → Björn Haßler 2025
q4 i3 Attitudes were strongly and significantly correlated with attainment (r = 0.694, p = 0.0383). → Björn Haßler 2025 (2)
Evidence¶
Björn Haßler 2025¶
Björn Haßler, Bethany Huntington, Christopher Klune, Jennie Lester, Aditi Bhutoria, Hassan Mansour. (2025). Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils: Systematic review with meta-analysis. Education Endowment Foundation. https://doi.org/10.53832/opendeved.1170
q4 · i0 · quant-synthesis · r3
Meta-analysis of attitudes as an intermediate outcome; the printed result is "small and not significant (d = 0.1308, p = 0.0835)".
"EdTech's direct effect on attitudes was small and not significant (d = 0.1308, p = 0.0835)"
Björn Haßler 2025 (2)¶
Björn Haßler, Bethany Huntington, Christopher Klune, Jennie Lester, Aditi Bhutoria, Hassan Mansour. (2025). Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils: Systematic review with meta-analysis. Education Endowment Foundation. https://doi.org/10.53832/opendeved.1170
q4 · i3 · quant-synthesis · r3
Correlational analysis within the review's meta-analysis found attitudes "strongly and significantly correlated with attainment (r = 0.694, p = 0.0383)", contrasting with the non-significant direct effect.
"but attitudes were strongly and significantly correlated with attainment (r = 0.694, p = 0.0383)"
Discussion¶
Related Claims¶
- EdTech interventions significantly improve student motivation (d = 0.375), but motivation does not significantly correlate with attainment (r = 0.608, p = 0.2763) — related
- School-based EdTech interventions show a moderate positive pooled effect on student attainment (d = 0.4), with high heterogeneity across studies — a broader claim this one bears on
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