Meta-analysis of the effectiveness of virtual education on the academic performance of elementary school students

The aim of this study was to meta-analyze the effectiveness of virtual education on students' academic performance. The research method is meta-analysis and the statistical population includes studies that between 2016 and 1400 inside and 2015 to 2020 abroad as a full text article in domestic (Noormags, Magiran and SID) databases and foreign (Pub- Med) were available. In order to collect information, a checklist of research project specifications was used. After reviewing the entry and exit criteria and sensitivity analysis, 20 effect sizes were obtained from 19 studies with meta-analysis conditions. In order to analyze the data, sensitivity analysis, funnel diagram, fixed and random models and heterogeneity analysis were used using CMA software. Analysis of research data showed that virtual education has a positive effect on academic performance. So that after removing six Perth effect sizes, the amount of combined effect size for the random effects model (the model selected for this meta-analysis) was statistically significant. Also, the virtual effects on academic performance are different based on sampling methods; But there is no difference based on gender. According to the results of meta-analysis, it can be said that the use of virtual education is more effective in academic performance and the use of virtual education in the educational system by teachers and educators can have positive effects on students' academic performance.