The effect of computer assisted instruction on science achievement: A meta-analysis study

In this study, 168 theses (22 doctoral and 148 masters) were examined with the meta-analysis method. Those theses were conducted in the field of science education by using Computer Assisted Instruction in Turkey between 2012 and 2022. The effect size of Computer Assisted Instruction for academic achievement in science education was found as 0.785 according to the random effects model; According to the fixed effects model, it was found to be 0.472. It was determined that the effect size obtained was at a medium level and had a positive effect on 151 out of 168 theses. In the study, the year of implementation of Computer Assisted Instruction (between 2012-2022), the level it was applied (basic education, secondary education and higher education) and learning areas (living things and life, matter and change, world and universe and physical events) were examined comparatively and each effect sizes were calculated for each subject. As a result, Computer Assisted Instruction has positively affected academic success in science education. While the effect size value of the learning area and application year did not differ in terms of academic success, it showed a significant difference in the level at which it was applied.