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Using meta-analysis, this study examines the effect of computer-supported education on students’ attitudes and determines the degree to which the effect size obtained by combining the effect sizes of various studies differs, in terms of educational level, course subjects and application duration. Based on the inclusion criteria, a total of 32 pieces of research from 621 studies that appeared in the national and international literature during 2005-2015 were analysed. Data analysis was carried out with the treatment effectiveness method, using the MetaWin 2.0 and the Comprehensive Meta-Analysis statistics programs. The findings of the research revealed that, according to the random effects model, computer-supported education had a moderate, positive and significant (ES = 0.449) effect on attitude scores. The positive correlation between the related method and student attitudes suggests that the correlation may be enhanced by the use of more interesting and better quality content designed for computer-supported education.
Anıl et al. (Mon,) studied this question.