The effect of technology-supported instruction on cognitive and affective learning outcomes in the algebra learning: A meta-analysis study

The digital age has transformed mathematics education from a practice-based activity into a structure that prioritizes conceptual understanding, modeling, representational flexibility, and reasoning processes. Within this transformation, technology is regarded not merely as a presentation tool but as an effective learning component that supports students' cognitive processes, provides immediate feedback, and facilitates the construction of abstract mathematical concepts through multiple representations. This study examines the extent to which technology-supported instruction in the algebra learning domain influences students' cognitive (academic achievement) and affective (attitude) learning outcomes compared to traditional instructional methods. To this end, two parallel meta-analyses were conducted to compute the overall effect sizes for achievement and attitude, and moderator analyses were performed to determine whether these effects varied significantly across different conditions. Data were obtained through a comprehensive literature search in the Council of Higher Education Thesis Center (YÖK), TR Dizin, Dergi Park, Google Scholar, Web of Science, and Scopus databases. To ensure transparency, reproducibility, and clarity of the review process, all procedures were documented using the PRISMA flow diagram. Based on the inclusion criteria, 53 primary studies (67 effect sizes) were included in the achievement meta-analysis, and 29 primary studies (30 effect sizes) were included in the attitude meta-analysis. Effect sizes were calculated using the Hedges g adjusted effect size formula, and all analyses were conducted using the random-effects model in JASP 0.95.4.0 software. The overall effect size for academic achievement was g = 0.940 (95% CI [0.781–1.100]; k=67; p < .001), indicating a high and positive effect of technology-supported instruction on students' algebra achievement. Moderator analyses revealed that educational level and sample size significantly influenced the effect on achievement, whereas other moderators showed non-significant differences between subgroups despite descriptive variability. For attitude, the overall effect size was g = 0.260 (95% CI [0.105–0.415]; k=30; p < .001), demonstrating a small yet significant positive effect of technology-supported instruction on students' attitudes toward algebra/mathematics. Moderator analyses indicated subgroup differences; however, only sample size emerged as a statistically significant moderator. In conclusion, this study reveals that technology-supported instruction is an effective and robust teaching approach in the field of algebra learning, enhancing both academic achievement and positively supporting students' attitudes. The researchers offer important insights for program developers and teachers, highlighting that technology integration is a critical component in algebra instruction.