The Effect of Information and Communication Technology Literacy on Academic Achievement: A Meta-Analysis Among Students

• In Event: Learning in Technology-Based Environments

Abstract

This meta-analysis examines the relationship between ICT literacy and academic achievement of students. Results from the 50 effect sizes showed heterogeneity among effect sizes, both in magnitude and direction. The random effects model results provided a medium and significant overall effect (g=.627, [.508, .746], P<.001), suggesting the positive links between ICT literacy and academic achievement. Otherwise, moderated analysis found the correlation was stronger (a) with applied skills than theoretical or mixed skills; (b) with elementary and high school students than junior school students or undergraduates; (c) with assignment grade than other achievement indicators; (d) with randomized sample than convenience or stratified sample; (e) with male than female students. Regions, subject and publication year did not moderate the links.

Authors

• Hao Lei, East China Normal University

• Ying Xiong, East China Normal University