Effects of technology-assisted chemistry instruction on students’ achievement, attitude, and retention capacity: A systematic review

This systematic review aims to provide evidence-based literature on the impacts of technology-based instruction on students’ academic achievements, attitude, and recalling capacity. The review was made based on the Preferred Reporting Items for Systematic and Meta-Analysis (PRISMA) review methodology. To achieve this aim, 583 prior studies from 2013 to 2022 from ERIC and Google Scholar databases were collected. After the exclusion of some studies using PRISMA criteria, 16 studies were included for analysis. Content analysis was employed on the selected literature. The review revealed that technology-integrated teaching positively affected students’ academic achievement, attitude toward chemistry, and retention capacity. The review result also confirmed that similar benefits were observed from both male and female students in technology-based instruction. This systematic literature review highlights the existing research gaps observed in the field of the impacts of technology-integrated teaching on students’ achievement, attitude, and retaining chemistry content. Thus, it is likely to conclude that technology-integrated chemistry instruction improves students’ academic achievement, attitude, and retention capacity. It is also possible to conclude that technology-based instruction is gender-friendly. Most of the research has been done in high school using a quasi-experimental design, the researchers recommended that further research in middle schools on different chemistry topics using different research designs (e.g., Design-Based Research) in doing research in this area.