Does ICT involvement really matter? An investigation of Turkey’s case in PISA 2018

Ünal, Erhan; Uzun, Ahmet Murat; Kilis, Selcan

doi:10.1007/s10639-022-11067-8

Cited by 7 publications

(2 citation statements)

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“…At the same time, increasing attention has been given to students' motivation for and experiences in mathematics teaching and learning (Huscroft-D'Angelo et al, 2019;Skalvik et al, 2015). A general belief is that ICT use will improve mathematical understanding (e.g., Higgins et al, 2019;Ünal et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have found a strong positive relationship between motivation, interest, and self-related beliefs, including self-efficacy and achievement (e.g., Radišić & Jensen, 2021;Habók et al, 2020;Lee, 2020;Marsh et al, 2012;Skaalvik et al, 2015;Stankov & Lee, 2017). Studies focusing on the relationship between ICT exposure and STEM outcomes have shown mixed results (Odell et al, 2020;Ünal et al, 2022). Moreover, ICT tools influence how mathematics is assessed (Aldon & Panero, 2020;Hoogland & Tout, 2018), and over the past decade, digital assessment has often replaced paper-based assessment.…”

Section: Introductionmentioning

confidence: 99%

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Relationships Between Mathematics Self-Beliefs, Exposure to ICT In School, and Achievement on PISA 2012 Paper- and Computer-Based Mathematics Assessments

Radišić

Nortvedt

Runde

2022

Advances in Educational Technologies and Instructional Design

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This chapter discussed the relationships between students' self-beliefs and interest in mathematics, their exposure to ICT in school and mathematics lessons, and their achievement levels. The authors linked data from the PISA 2012, comprising both paper- and computer-based mathematics assessments to data from student questionnaires for 16 European countries participating in both assessment formats. LPA was applied to identify and distinguish between six student groups. The results indicated that self-beliefs were more strongly related to achievement than the level of ICT use was. Students with the highest reported self-beliefs and moderate ICT exposure outscored other students. The same patterns were observed for both assessment formats. For most of the countries observed, nearly 50% of the students were characterized by average self-beliefs and low or no use of ICT. On average, these students had achievement scores close to the OECD mean. Across all countries, students with low self-beliefs also had the lowest average achievement scores, regardless of their extent of exposure to ICT.

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Section: Introductionmentioning

confidence: 99%