An Exami̇nati̇on of the Effects of Technology Use İn Musi̇c Educati̇on and Trai̇ni̇ng on Academi̇c Achi̇evement: a Meta-analysis Study

Abstract

Abstract This study aims to examine the effect of technology use on academic achievement in music education and training through meta-analysis. Within the scope of the meta-analysis, a comprehensive literature review was conducted to examine the effects of technology use and music education and training on academic achievement. Keywords were used for these reviews (music education, music teaching ICT, technology, etc.). "ERIC," "Scopus," "Web of Science," and "Proquest" databases were used for these searches. The data obtained from the studies were first placed on an Excel sheet by creating a coding form. CMA software (Comprehensive Meta-Analysis) was used for a comprehensive meta-analysis study. As a study method, meta-analysis was used to calculate the effects on academic achievement. The purpose of meta-analysis is to re-examine the findings of the studies by evaluating the studies on the same subject together. In the literature review process, 31 studies (articles and doctoral dissertations) published between 2013 and 2023 were included. CMA V4 was used for effect size calculations. As a result of the meta-analysis, it was determined that the use of technology in music education and training has a positive effect on academic achievement. The average effect size of the studies was found to be 0.525 according to the random effects model. Within the study, effect size differences related to year, publication type, participant, technology type, and sample were also determined. As a result of these evaluations, the highest effect size values were observed in 2021 (0.375), articles (0.561), students (0.946), Others (0.497), and between 1–75 people (0.911). According to the results obtained, suggestions were made to increase the number of studies on pre-service teachers and to conduct meta-analysis studies in different categories of related studies.