The increasing amount of research on the effects of digital technology-based learning on elementary school students' computational thinking ability served as the motivation for this study, which sought to clarify the ambiguous difference in effect size between the variables of digital technology-based learning and computational thinking ability. This study sought to determine the moderating factors--such as location, size of the intervention group, learning media, and learning subject--that affect student's aptitude for computational thinking and the extent to which technology-based learning has affected it. The research methodology used in this study was meta-analysis. To determine the effect size, thirty-three primary research studies that met the specified inclusion criteria were examined. Data analysis was aided by the OPENMEE application. The findings showed that the computational thinking skills of primary school students were greatly impacted by digital technology-based learning. The findings additionally indicated that the development of primary school students' computational thinking skills through the use of digital technology-based learning was influenced by moderating factors such as location, learning media, group size, and learning subject. Academics and practitioners can utilize the research's implication as a guide to help primary school students enhance their computational thinking skills through digital technology-based learning.