How the Pedagogy Role Moderates the Effects of Mobile Learning on Science Achievement: A Meta-Analysis

• In Event: RTD- Student Outcomes and Achievement (v)

Short Description

We performed a meta-analysis of 34 studies with 58 effect sizes to examine how students’ and teachers’ pedagogy roles varied and how the variations moderated mobile learning (ML) effects. The ML had substantial effect (g = 1.04, 95% CI [0.82-1.27]). The pedagogy role moderated the ML effects with varying extent of magitude. Specifically, student-led and collaborative pedagogy roles had Substantial and High moderation effects. The teacher-led pedagogy role had Moderate effect with no statistical significant.

Authors

• Presenter: Lehong Shi, University of Georgia

• Presenter: T J Kopcha, University of Georgia