A Meta-Analysis of Students' Cognitive Learning Outcomes in Smart Classroom-Based Instruction

The findings of previous research on the effectiveness of smart classroom-based instructions on student learning outcomes are mixed. The purpose of the present study was to identify high-quality empirical publications that examine the learning outcomes of students and to utilize meta-analyses to determine the overall effectiveness of smart classroom-based instructions. A total of 21 studies were included in this systematic review. The calculated effect size showed that smart classroom-based instructions can positively influence students' cognitive learning outcomes compared to traditional lectures. Moderator variable analysis suggests that the sample size significantly moderates the effectiveness of smart classroom-based classroom instruction. These results indicate that the smart classroom-based instructional model can be an effective approach, especially in large courses.