This meta-analytic review aims to explore the impact of technology use on academic achievement in mathematics courses. In this regard, the studies published between February 2019-2023 were examined with the search on Web of Science (WoS) and Scopus databases, and a total of 14 studies with the specified criteria were included in the meta-analysis. A total of 22 effect sizes covering 1065 sample numbers were obtained. Considering the results of the meta-analysis conducted with the random effects model, the overall effect of technology on academic achievement was found to be at a moderate level (EF=0.605). Of all the studies included in the meta-analysis, only one study had a negative effect size, while the others had a positive value. The study with a negative value was based on instructing the students in the control group through learning by doing without technology. The analysis results of the mixed effects model revealed no significant difference across the effect sizes in terms of the implementation time and grade level. The effect of technology on academic achievement in mathematics courses significantly differed across sample size. Accordingly, the effect value grows as the number of samples increases. This study evaluated qualified studies including technology-enhanced applications in a general framework. There is a need for many studies that reveal the effect of technology in terms of various dimensions and factors after the pandemic.

Mathematics achievement; teaching of mathematics; meta-analysis