A recent meta-analysis examined the effects of technology-based educational interventions on the academic performance of disadvantaged K–12 students. The review included studies conducted in less developed countries or with at least 50% of students from disadvantaged backgrounds, defined by socio-economic status, minority status, or areas of residence. Studies needed to use technology in class, while courses delivered online were excluded.
The review included 72 studies with 740 effect sizes conducted in 24 different countries, although most of the studies took place in the US and in India. Ed-tech interventions showed an average effect on academic performance of +0.20 across all included studies with average effect sizes of +0.23 in more developed countries and +0.18 in less developed countries. Regarding factors in the interventions and school contexts that made them effective, slightly larger effects were found in math and science outcomes compared to humanities. The authors found that Computer-Assisted Learning (CAL; ES = +0.12) and behavioral interventions (ES = +0.09) had larger effects compared to interventions that just provided the access to technology (e.g., internet, tablets).
Behavioral approaches that involved sending messages to parents to keep them informed and engaged were particularly effective, especially in communities where education is undervalued and families have limited resources. This highlights the importance of family and community support in helping disadvantaged students succeed academically.
Source (Open Access): Di Pietro, G., & Castaño Muñoz, J. (2025). A meta-analysis on the effect of technology on the achievement of less advantaged students. Computers & Education, 226, 105197. https://doi.org/10.1016/j.compedu.2024.105197