Future research should examine how the extent of ICT-tool use in classroom settings directly influences students' overall academic achievement rather than individual subjects¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 quant-synthesis), q2 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

In its conclusion, the article directs follow-up research toward whole-student outcomes rather than single-subject effects. It states that "future research sho uld therefore focus on examining the relationship betwe en the extent to which use of ICT tools in form of e-learning in classroom set-ups directly influences students' overall academic achievement rather than focusing o n individual subjects." This reframes the research question from subject-level effects to overall achievement.

Design Implications¶

Context¶

Requirements¶

• Studies measuring the extent of ICT tool use in classroom set-ups and overall academic achievement

Constraints¶

Target Learners¶

• higher education students

Target Learning Goals¶

• overall academic achievement

Claims¶

• Under Cohen's model, the effect of e-learning on academic achievement is interpreted as a statistically significant moderate positive effect [+W]
• E-learning has a statistically significant positive effect on students' academic achievement in higher education, with a random effects mean effect size of 0.712 [+W]
• Tertiary institutions face substantial ICT infrastructure constraints, with 54.2% of colleges lacking well-equipped computer laboratories and only 46% ICT usage reported [~W]

Related Strategies¶

• Organize faculty digital competence development at the institutional level beyond a help desk model

Examples¶

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Key Sources¶

• Gloria Mothibi. (2015). A Meta-Analysis of the Relationship between E-Learning and Students' Academic Achievement in Higher Education. Journal of Education and Practice, Vol.6, No.9. https://eric.ed.gov/?id=EJ1082408