A meta-analysis on the effect of technology on the achievement of less advantaged students

This paper presents a meta-analysis that investigates the impact that the educational use of digital technologies has on less advantaged students’ achievement. We use a comprehensive definition for this group of students that includes all students in less developed countries as well as more disadvantaged students in more developed countries. 740 estimates from 72 studies employing experimental and quasi-experimental research designs are collected. Overall, educational technology initiatives are found to have a small, positive, statistically significant effect that remains even after correcting for publication bias. Additionally, our results indicate that computer-assisted learning and behavioural interventions are more effective in raising the achievement of less advantaged students than simple access to technology. Interestingly, the effect of these two interventions appears to be of a similar magnitude. Finally, the use of digital technologies is associated with slightly greater achievements in math and science than humanities. • We conducted a meta-analysis on the achievement-enhancing effects of ed-tech. • We focused our attention on less advantaged students. • Ours is the first meta-analysis using a broad definition for this group of students. • Ed-tech has a moderate impact on the performance of less advantaged students. • CAL and behavioural initiatives can be especially effective in raising achievement.