The Effect of Computer-Supported Collaborative Learning on Academic Achievement: A Meta-Analysis Study

This study aims to examine the effectiveness of Computer-Supported Collaborative Learning (CSCL) on academic achievement. The was conducted using meta-analysis method. In present study, a total 40 studies that were carried out between 2010 and 2020 met inclusion criteria subjected meta-analysis. values effect size combined each included in calculated Comprehensive Meta-Analysis (CMA) software. sample consists 3474 participants. results revealed usually at university stage with medium size, published as articles. It also most field sciences social sciences. Considering intervention durations, it observed particularly within period 1 4 weeks (37.8%). According analysis, average 0.523. results, can be stated CSCL has positive moderate Also, moderator analysis achievement did not change by learning stage, domain subject, but changed duration.