Impact of online learning on academic achievement: A temporal meta-analysis in the context of COVID-19 (pre, during, and post-pandemic)
Studies in Educational Evaluation, vol.90, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 90
- Publication Date: 2026
- Doi Number: 10.1016/j.stueduc.2026.101660
- Journal Name: Studies in Educational Evaluation
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Educational research abstracts (ERA), Index Islamicus
- Keywords: Academic achievement, COVID-19, Educational evaluation, Meta-analysis, Online learning
- Akdeniz University Affiliated: Yes
Abstract
This meta-analysis examines the effect of online learning on academic achievement compared to face-to-face instruction, incorporating a temporal perspective spanning pre-COVID-19, during-COVID-19, and post-COVID-19 periods. Following PRISMA 2020 guidelines, 34 primary studies yielding 45 effect sizes were synthesized. The random-effects model produced a large pooled effect size (Hedges' g = 0.945, 95% CI [0.685, 1.206]), though substantial heterogeneity (I ² = 93.66%) indicated considerable variability across contexts. Moderator analyses revealed statistically significant differences across temporal periods (Q between = 10.41, p = .005), with the largest effects observed in the post-pandemic period (g = 1.610) and the smallest during the pandemic (g = 0.549). Educational level moderated the effect significantly (Q between = 7.61, p = .022), favoring higher education (g = 1.161) over K–12 settings (g = 0.439). Academic discipline did not significantly moderate outcomes. Robustness analyses confirmed the stability of findings across alternative analytical approaches.