The effect of E-homework on K-12 students' academic achievements: a meta-analysis study.

The results show that E-homework has a moderate and highly significant positive effect on students’ assignment performance ( g = 0.368, SE = 0.057, 95% CI [0.257, 0.479], z = 6.514, p < 0.001), with almost no heterogeneity among studies ( Q = 8.423, df = 9, p = 0.492, I 2 = 0.000), indicating that E-homework has a stable and consistent promoting effect on students’ assignment performance.

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From short-term pilot projects to year-round implementation, there may be significant differences in the results. 1.3.

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The differences in effect sizes among the three types of literature did not reach statistical significance (conference papers SMD = 0.373, 95% CI [0.015, 0.732]; journal articles SMD = 0.338, 95% CI [−0.027, 0.703]; dissertations SMD = 0.200, 95% CI [−0.231, 0.631]) ( Table 3 ).

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