Effect of E-Module on Academic Achievement of Students In Chemistry at Secondary Level: A Meta-Analysis

The objective of this study is to examine the effect of e-module on the academic achievement of students in chemistry at the secondary level. The reviewer preferred to do a meta-analysis rather traditional literature review as it is a scientific process and provides strong evidence about the effectiveness of any intervention. To meet the objective of this study, the reviewer analyzed experimental studies accessed through different databases like Semantic Scholar, Eric, Zendy and Science Direct and research repositories like Google Scholar and Research Gate. To search relevant studies, the reviewer used keywords like e-module, electronic module, academic achievement and educational outcomes. By using these keywords, 60 publications were accessed that used experimental design. These studies were from 2016-2024. After the removal of duplication and not open access, 25 studies were identified. Out of 25 publications, 20 studies have met the inclusion criteria. After full screening, 8 studies were selected for systematic review. Finally, 2 studies that had no mean and standard deviation values of control and experimental groups, were eliminated. Meta-analysis was done on 6 studies. The reviewer used Jamovi 2.3.28 software to do data analysis. Cohen’s d and Sampling variance of all studies were calculated. The heterogeneity and publication bias of all studies were checked before conducting the main analysis. On the base of the heterogeneity test, a random effect model was used to calculate the combined effect of studies. The forest plot showed a large effect size that concluded that e-module has a strong effect on the academic achievement of students in chemistry at the secondary level.