Share Paper: Achievement and attitudes in technology-supported postsecondary education: Complexity of relationships through the lens of meta-analysis

  1. Eugene Borokhovski, Centre for the Study of Learning and Performance (CSLP), Concordia.University, Canada
  2. Robert M. Bernard, Centre for the Study of Learning and Performance (CSLP), Concordia.University, Canada
  3. Rana M. Tamim, College of Education, Zayed University, United Arab Emirates
  4. Richard F. Schmid, Department of Education, Concordia University, Canada
Wednesday, June 27 10:45 AM-11:15 AM Jordaan 2

Abstract: One-hundred and forty-three paired achievement and attitudinal effect sizes from a meta-analysis of technology use in postsecondary education were subjected to correlational analyses to explore patterns of association between learning satisfaction and performance. The overall correlation (r = 0.299*) suggested predominantly positive relationships. However, two distinct patterns emerged. A congruent cluster contained correlations of the same direction: positive effect sizes for achievement coupled with corresponding positive attitudinal effect sizes, and negative with negative ones (r = 0.674**). An incongruent cluster, composed of subsets of positive attitudinal effects in combination with negative achievement effects and vice versa, yielded a significant negative ...