Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence
Abstract
:1. Introduction
2. Materials and Methods
2.1. Search Strategy and Selection Criteria
2.2. Data Extraction and Quality Assessment
2.3. Encoding and Statistical Analysis
3. Results
3.1. Heterogeneity Test
3.2. Main Meta-Analysis
3.3. Moderation Analysis
3.4. Meta-Regression Analysis
3.5. Publication Bias Assessment
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Author | Publication Time | Data Collection Time | Region | Sample Size | Gender | Education Phase | Negative Attitude of Online Learning | Poor Learning Performance | Online Learning Better than Face-To-Face Classroom Learning | ||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Male | Female | Number | Rate | Number | Rate | Number | Rate | ||||||
(Xiong and Wu, 2020) [34] | 2020.08.17 | NA | CN | 27,199 | 13,691 | 13,508 | primary and secondary school | 990 | 3.64% | NA | NA | 18,566 | 68.26% |
(Shi et al., 2022) [35] | 2022.1 | 2020.3 | CN | 1623 | 154 | 1469 | college | 116 | 7.15% | NA | NA | 129 | 7.95% |
(L. Zhang et al., 2020) [36] | 2020.3 | NA | CN | 782 | NA | NA | college | 119 | 15.22% | NA | NA | 262 | 33.50% |
(Y. Jin et al., 2021) [37] | 2021.4 | 2020 | CN | 3781 | 1950 | 1831 | college | 531 | 14.04% | 689 | 18.22% | NA | NA |
(J. Chen and Cui, 2020) [38] | 2020.11 | 2020.5 | CN | 3510 | 1267 | 2243 | college | 957 | 27.26% | 337 | 9.60% | NA | NA |
(Guo and Wen, 2021) [39] | 2022 | 2020.3 | CN | 1329 | 76 | 1253 | college | NA | NA | 135 | 10.16% | NA | NA |
(Y. Liu and Zhang, 2020) [40] | 2020.9 | NA | CN | 2103 | 702 | 1404 | college | 66 | 3.12% | NA | NA | 114 | 5.40% |
(H. Yang and Li, 2021) [41] | 2022.4 | NA | CN | 1833 | 668 | 1165 | college | 27 | 1.46% | NA | NA | NA | NA |
(Cao, 2021) [42] | 2021.4 | 2020.6 | CN | 600 | 228 | 372 | primary and secondary school | 72 | 12.00% | 90 | 15.00% | NA | NA |
(Ministry Of Education and The Chinese Physical Society, 2020) [43] | 2020.3.25 | NA | CN | 30,279 | NA | NA | college | 2692 | 8.89% | NA | NA | NA | NA |
(Qin et al., 2020) [44] | 2020 | NA | CN | 300 | 41 | 259 | college | 49 | 16.48% | 41 | 13.78% | NA | NA |
(H. Zhang et al., 2022) [45] | 2022 | 2020.10–2021.4 | CN | 287 | 56 | 231 | college | 47 | 16.38% | 59 | 20.56% | NA | NA |
(Mi et al., 2021) [46] | 2021.3 | NA | CN | 189 | 90 | 99 | college | 29 | 15.31% | NA | NA | 17 | 8.99% |
(Wei et al., 2022) [47] | 2022.1.26 | NA | CN | 917 | 179 | 738 | college | NA | NA | 175 | 19.12% | NA | NA |
(Juntang Li et al., 2022) [48] | 2021.6 | 2020.9 | CN | 1383 | NA | NA | college | NA | NA | 525 | 37.96% | NA | NA |
(Xia, 2020) [49] | 2020.1 | NA | CN | 879 | 489 | 390 | primary and secondary school | 82 | 9.30% | NA | NA | NA | NA |
(S. Sun and Wu, 2021) [50] | 2021.8 | NA | CN | 3084 | 1618 | 1466 | college | 1119 | 36.30% | 641 | 20.80% | NA | NA |
(Meng et al., 2020) [51] | 2020.3.27 | NA | CN | 716 | NA | NA | college | 39 | 5.50% | 70 | 9.80% | 125 | 17.50% |
(Kan et al., 2020) [52] | 2020.6 | NA | CN | 1076 | 451 | 625 | college | 41 | 3.81% | 132 | 12.27% | 220 | 20.45% |
(X. Sun et al., 2021) [53] | 2021.2 | NA | CN | 1121 | 535 | 586 | college | 94 | 8.38% | NA | NA | NA | NA |
(Zhou, 2021) [54] | 2021 | NA | CN | 1626 | 804 | 822 | college | 75 | 4.61% | 28 | 1.72% | NA | NA |
(Z. Jin et al., 2022) [55] | 2022.5 | 2022.4 | CN | 4743 | 1281 | 3462 | college | 640 | 13.50% | NA | NA | 3045 | 64.20% |
(He et al., 2022) [56] | 2022.4 | NA | CN | 43 | NA | NA | college | 6 | 13.64% | NA | NA | 10 | 22.70% |
(Y. Zhang et al., 2022) [57] | 2020.11 | NA | CN | 1262 | NA | NA | college | 223 | 17.68% | NA | NA | NA | NA |
(B. Wang et al., 2021) [58] | 2021 | NA | CN | 121 | NA | NA | college | 15 | 12.40% | NA | NA | NA | NA |
(Y. Yang, 2022) [59] | 2022.6 | 2020.6 | CN | 968 | 101 | 867 | college | 383 | 39.56% | NA | NA | 72 | 7.44% |
(M. Yang and Qiu, 2021) [60] | 2021.4 | NA | CN | 363 | 187 | 176 | primary and secondary school | 283 | 78.02% | NA | NA | NA | NA |
(Y. Wang, 2021) [61] | 2021.6 | NA | CN | 137 | 68 | 69 | primary and secondary school | 9 | 6.57% | NA | NA | NA | NA |
(Jiang, 2021) [62] | 2021.6 | 2020.5 | CN | 980 | 481 | 499 | primary and secondary school | 118 | 12.00% | NA | NA | 578 | 59.00% |
(X. Zhang, 2021) [63] | 2021.5 | NA | CN | 55 | 27 | 28 | primary and secondary school | 6 | 11.00% | 5 | 9.00% | NA | NA |
(Zou, 2021) [64] | 2021.4 | 2020.7 | CN | 1098 | NA | NA | college | 406 | 37.00% | 55 | 5.04% | NA | NA |
(Bao, 2021) [65] | 2021.5 | 2020.4 | CN | 2429 | 1211 | 1218 | primary and secondary school | 159 | 6.55% | NA | NA | NA | NA |
(Sim et al., 2021) [66] | 2021.1.25 | NA | Hongkong | 156 | 57 | 99 | college | 47 | 30.13% | 38 | 24.36% | NA | NA |
(Syam and Achmad, 2022) [67] | 2022.2.28 | NA | Indonesia | 31 | NA | NA | college | 20 | 65.60% | 3 | 9.40% | 4 | 12.50% |
(Sharma et al., 2020) [68] | 2020 | NA | Nepal | 434 | 97 | 337 | college | 73 | 16.82% | NA | NA | NA | NA |
(Akuratiya and Meddage, 2020) [69] | 2020 | NA | Sri Lanka | 130 | 67 | 63 | college | 11 | 8.50% | 6 | 4.60% | NA | NA |
(Alawamleh et al., 2020) [70] | 2020.8.10 | NA | American | 133 | 70 | 63 | college | 31 | 23.30% | 60 | 45.11% | NA | NA |
(Hamid et al., 2020a) [71] | 2020.6.18 | 2020.5 | Indonesia | 316 | NA | NA | college | 19 | 5.90% | 14 | 4.40% | NA | NA |
(Lemay et al., 2021) [72] | 2021.6.29 | NA | Canada | 147 | 66 | 81 | college | 37 | 25.19% | NA | NA | NA | NA |
(Bestiantono et al., 2020) [73] | 2020.12 | NA | Indonesia | 120 | 60 | 60 | primary and secondary school | 13 | 11.10% | NA | NA | 12 | 10.30% |
Reason | Frequency | Reference |
---|---|---|
Learning resources (lack of learning materials, technical support, learning platform, learning equipment. limited access to the internet through a mobile phone or other deice) | 28 | (Xiong and Wu, 2020 [34]), (Shi et al., 2022 [35]), (J. Chen and Cui, 2020 [38]), (Guo and Wen, 2021 [39]), (Y. Liu and Zhang, 2020 [40]), (H. Yang and Li, 2021 [41]), (Ministry Of Education and The Chinese Physical Society, 2020 [43]), (Qin et al., 2020 [44]), (Mi et al., 2021 [46]), (Juntang Li et al., 2022 [48]), (Xia, 2020 [49]), (X. Sun et al., 2021 [53]), (Zhou, 2021 [54]), (Y. Zhang et al., 2022 [57]), (B. Wang et al., 2021 [58]), (Y. Yang, 2022 [59]), (M. Yang and Qiu, 2021 [60]), (Y. Wang, 2021 [61]), (Jiang, 2021 [62]), (Zou, 2021 [64]), (Bao, 2021 [65]), (Sim et al., 2021 [66]), (Syam and Achmad, 2022 [67]), (Sharma et al., 2020 [68]), (Akuratiya and Meddage, 2020 [69]), (Hamid et al., 2020a [71]), (Lemay et al., 2021 [72]), (Bestiantono et al., 2020 [73]) |
Social isolation | 21 | (Xiong and Wu, 2020 [34]), (Shi et al., 2022 [35]), (J. Chen and Cui, 2020 [38]), (Y. Liu and Zhang, 2020 [40]), (H. Yang and Li, 2021 [41]), (Ministry Of Education and The Chinese Physical Society, 2020 [43]), (Qin et al., 2020 [44]), (Mi et al., 2021 [46]), (Xia, 2020 [49]), (Zhou, 2021 [54]), (He et al., 2022 [56]), (Y. Zhang et al., 2022 [57]), (Y. Yang, 2022 [59]), (M. Yang and Qiu, 2021 [60]), (Jiang, 2021 [62]), (Sim et al., 2021 [66]), (Syam and Achmad, 2022 [67]), (Akuratiya and Meddage, 2020 [69]), (Alawamleh et al., 2020 [70]), (Lemay et al., 2021 [72]), (Bestiantono et al., 2020 [73]) |
Teacher behavior (teaching ability, preparation, supervision and teaching guide) | 11 | (Xiong and Wu, 2020 [34]), (Shi et al., 2022 [35]), (Y. Liu and Zhang, 2020 [40]), (H. Yang and Li, 2021 [41]), (B. Wang et al., 2021 [58]), (Y. Yang, 2022 [59]), (M. Yang and Qiu, 2021 [60]), (Y. Wang, 2021 [61]), (Jiang, 2021 [62]), (Zou, 2021 [64]), (Hamid et al., 2020a [71]) |
Learning autonomy | 9 | (Xiong and Wu, 2020 [34]), (Xia, 2020 [49]), (S. Sun and Wu, 2021 [50]), (Zhou, 2021 [54]), (He et al., 2022 [56]), (Y. Yang, 2022 [59]), (M. Yang and Qiu, 2021 [60]), (Syam and Achmad, 2022 [67]), (Lemay et al., 2021 [72]) |
Teaching contents (course arrangement, course design, course time and classroom activities) | 8 | (Y. Liu and Zhang, 2020 [40]), (H. Yang and Li, 2021 [41]), (Zhou, 2021 [54]), (Y. Zhang et al., 2022 [57]), (Y. Yang, 2022 [59]), (M. Yang and Qiu, 2021 [60]), (Y. Wang, 2021 [61]), (Jiang, 2021 [62]) |
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Liu, X.; Gong, Z.; Miao, K.; Yang, P.; Liu, H.; Feng, Z.; Chen, Z. Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence. Int. J. Environ. Res. Public Health 2022, 19, 12967. https://doi.org/10.3390/ijerph191912967
Liu X, Gong Z, Miao K, Yang P, Liu H, Feng Z, Chen Z. Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence. International Journal of Environmental Research and Public Health. 2022; 19(19):12967. https://doi.org/10.3390/ijerph191912967
Chicago/Turabian StyleLiu, Xuerong, Zheng Gong, Kuan Miao, Peiyi Yang, Hongli Liu, Zhengzhi Feng, and Zhiyi Chen. 2022. "Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence" International Journal of Environmental Research and Public Health 19, no. 19: 12967. https://doi.org/10.3390/ijerph191912967