How Does ICT Use Influence Students’ Achievements in Math and Science Over Time? Evidence from PISA 2000 to 2012

Abstract

This study aims to investigate the impacts of information and communication technology (ICT) use on students' math and science achievements, with a special focus on examining the trends of these relationships over the past decade. Data from all five waves of the Program for International Student Assessment (PISA) from 2000 to 2012 were used. Three-level hierarchical linear modelling revealed that school-level ICT-related variables had positive influences on learning outcomes when national GDP, school type, and school ICT investment, were controlled for. However, the findings indicated that the relationships between different types of ICT use with math and science achievement were negative in the long term when students' families' social economic status was held constant. In addition, self-confidence in Internet tasks was discovered to be beneficial to both math and science, and thus, suggestions were made to develop students' confidence in conducting ICT-related activities.Keywords: ICT use, mathematics and science education, student achievement INTRODUCTIONInformation and communication technology (ICT) is a specific term that refers to technologies designed for collecting, processing, preserving and delivering information (Elisha 2006). It has been widely recognized that the rapid development of ICT dramatically affects every aspect of contemporary life by changing the ways people live, work, and study in today's knowledge society. These changes have brought innovative and diverse options, but they have also required us to be information and communication technology (ICT) literate. In general, ICT literacy is defined as the ability to use technology tools appropriately in processing, managing, and evaluating information and communicating with others (ETS 2004; MCEETYA 2006).

Predictors of students' participation in internet or computer tutoring for additional instruction and its effect on academic achievement

“…However, individual ICT use may not improve students' academic achievement. Mixed results were found regarding the association between academic achievement and ICT use for homework and leisure (Skryabin et al, 2015;Zhang & Liu, 2016). Use of software and ICT at school were negatively related to academic achievement (Cheema & Zhang, 2013;Skryabin et al, 2015;Zhang & Liu, 2016).…”

“…Students' use of ICT for additional instruction might not be determined by the same factors as non-educational purposes (Skryabin et al, 2015;D. Zhang & Liu, 2016), especially in societies that value academic achievement.…”

The Relation Between ICT and Science in PISA 2015 for Bulgarian and Finnish Students

“…Meng, Qui, and Boyd-Wilson (2018) looked at the relationship between ICT and academic achievement in Chinese and German students from PISA 2015. Finally, Zhang and Liu (2016) uncovered the effects of ICT on 4 / 15 academic achievement in the PISA data from 2000 to 2012 using three hierarchical linear models and controlling for several confounding variables. Gamazo, Martínez-Abad, Olmos-Migueláñez, and Rodríguez-Conde (2018) used multilevel modeling to analyze the PISA 2015 data for Spanish students.…”

PISA 2012 verilerine göre matematik okuryazarlığının lojistik regresyon ile kestirilmesi

“…Bunlar; sayısal olayları veya durumları, sayısal ilişkileri ve örüntüleri içeren nicelik (quantity); uzamsal ve geometrik çalışmaları içeren uzay ve şekil (space and shape); değişkenler arasındaki ilişkileri ve bunların sunulması sırasında (denklem kullanımındaki gibi) kullanılması gereken cebirsel bilgi ve anlayışı içeren değişim ve ilişkiler (change and relationships), olasılıkları, istatistiksel olayları ve durumları içeren belirsizlik (uncertainty) kategorileridir (MEB, 2015). Araştırmacılar bilginin günlük yaşama aktarılmasını içeren PISA' ya büyük bir ilgi göstermiş ve birçok araştırma yapmışlardır (Ada, 2015;Anıl, 2008Anıl, , 2009Aydın, Erdağ ve Taş, 2009;Balım, Evrekli, İnel, ve Deniş, 2009;Berberoğlu ve Kalender, 2005;Ceylan, 2009;Chiu ve Xihua, 2008;Çiftçi, 2006;Gürsakal, 2012;Koğar, 2015;Satıcı, 2008;Shin, Lee ve Kim, 2009;Uysal, 2015;Yılmaz, 2006;Zhang ve Liu, 2016). Berberoğlu ve Kalender (2005) PISA 2003 sonuçlarından elde edilen bölgesel ve okul türleri arasındaki farklılıkları analiz etmişlerdir.…”