A meta-analysis on the effect of learning analytics interventions on students’ academic performance

Kokoç M., BÜTÜNER S. Ö., Güler M.

Journal of Research on Technology in Education, 2025 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/15391523.2025.2536571
  • Dergi Adı: Journal of Research on Technology in Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Business Source Elite, Business Source Premier, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Anahtar Kelimeler: academic performance, intervention, Learning analytics, meta-analysis
  • Yozgat Bozok Üniversitesi Adresli: Evet

Özet

Empirical studies have reported mixed findings regarding the effects of learning analytics interventions on academic performance, raising questions about the conditions under which such interventions are effective. This meta-analysis synthesizes results from 23 studies involving 9710 participants to evaluate the overall impact of learning analytics interventions. The analysis yielded an average effect size of 0.359 (95% CI = 0.230–0.487), indicating a small-to-moderate positive effect on academic performance. Due to substantial heterogeneity, a random effects model was used. Moderator analyses identified education level, learning environment, and intervention type as significant factors influencing effectiveness. These findings suggest that learning analytics interventions can positively influence student outcomes and offer a robust, evidence-based foundation for guiding future research and informing pedagogically aligned implementation strategies.