Video-blogs (Vlogs)-based Project: A Meta Analysis

Abstract

This study aims to analyze the relationship between using video-blogs (vlogs)-based projects on student academic achievement through project-based learning. This study applied a meta-analysis through comprehensive sources, either from the international or the Indonesian index by considering certain criteria. The data sources in this research were obtained from twenty-seven studies that had met the inclusion criteria. The inclusion criteria used are 1) research published in 2020–2024; 2) research must be obtained from the Google Scholar database; ScienceDirect; ERIC; Wiley and IEEE; 3) Publications indexed by SINTA, Scopus, and Web of Science; 4) publications must be related to Vlog-based project; 5) the research has a value (R); (t) or (f) and 6) sample size (N) ≥ 30 students. The study showed that the Vlog-based project significantly influenced students’ academic achievement (z = 8, 042; p < 0.001; CI 95 % [ 0.526; 0.962]. The effect size in this study is a high effect size category (rRE = 1, 024). In this meta-analysis, the data presented is accurate, valid, and representative, free from publication bias. This finding explains that V-logs-based project-based learning positively affects students’ academic achievement. This study shows that using Vlogs-based projects has a positive impact on students’ academic achievement, and it encourages teachers to enhance students’ academic performance. Furthermore, the Vlogs-based project motivates students to engage more actively and creatively with the learning materials.