Impact of Using ICT for Learning Purposes on Self-Efficacy and Persistence: Evidence from Pisa 2018

Abstract

In recent years, the use of information and communication technology (ICT) has meant that learning is no longer limited to the school. In order to achieve Sustainable Development Goal (SDG) goal 4, that is, to ensure quality education for all, to make educational resources and online learning are indispensable, and to access these resources anytime, anywhere through the Internet. In addition, the global pandemic of COVID-19 has made online education more necessary than ever before. Where and how ICT is used may have an impact on the components of motivation, such as self-efficacy and persistence. In this study, we quantified the impact of ICT utilization on the two components of self-efficacy and persistence. The effects of ICT use on both components were analyzed from the data taken from the 2018 Program for International Student Assessment (PISA) administered to 15-year old students. The results revealed that students who frequently utilized ICT for the purpose of out-of-school learning, particularly for activities related to school projects, exhibited significantly higher levels of self-efficacy and persistence. The frequency of ICT usage for in-school learning revealed no effect on any of the two above components. In addition, utilization of ICT for recreational purposes outside of school showed significantly lower values in the area of persistence. These results indicate that it is important to set tasks that provide a continuum of ICT use, both in and out of school, in order to motivate learners. This has important implications for the design of learning in online education. Furthermore, it suggests that teachers should design exploratory type lessons that focus on strengthening students’ desire to learn outside of class.

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

“…Their research greatly enhanced the student's independent thought and creative problem-solving capacity. This is an accurate outcome in line with what was observed in the study ( Balakrishnan et al., 2021 ; Hori and Fujii, 2021 ; Kundun, 2018). In the area of knowledge, the findings of earlier studies regarding the superiority of traditional learning over blended learning in terms of attaining higher academic achievement were inconsistent ( Alammary, 2019 ; Alsalhi et al., 2021 ; Balentyne and Varga, 2017 ; Gambari et al., 2017 ; Kundu et al., 2021 ; Lin et al., 2017 ; Poon, 2013 ; Psycharis et al., 2013 ; Zhang and Zhu, 2017 ) or equivalent ( Alammary, 2019 ).…”

“…In order to ensure the progress and effectiveness of students' learning within the context of the COVID-19 pandemic, the education and training industry has promoted the combination of remote "face-to-face" teaching via television and online teaching via the Internet ( Attard and Holmes, 2020 ; Ho et al., 2020 ; Hori and Fujii, 2021 ; Mukuka et al., 2021 ; Pham et al., 2021 ; Stahl, 2021 ). The industries likewise promoted standardized assessment and recognition of academic achievement using online images.…”

The Negative Impact of Information and Communication Technologies Overuse on Student Performance: Evidence From OECD Countries

“…Conversely, some other activities such as playing simulations at school, posting work on the school's website or practicing and drilling yield either negative effects (in the first case) or non-significant effects (in the latter activity). These results support the findings of Agasisti et al (2020), Hori and Fujii (2021), Luu and Freeman (2011), Odell et al (2020) and OECD (2021) when studying the effects of ICT-related activities on different outcomes. Lastly, a hill-shaped relationship is found between the use of school computers for group work and communication with other students-among other activities-in Spain and Finland, where the monthly or weekly usage has positive effects on academic performance.…”

Learners’ Online Self-Regulated Learning Skills in Indonesia Open University: Implications for Policies and Practice

“…The demographic profiles provide an overview of the experiences of the respondents in this study with previous online learning and how they used learning technologies and internet access to support their online learning activities (see Tables 5-8). Around half of the students had ICT training and prior online learning experience; students who had such experience were likely to have a higher self-efficacy and self-regulation according to previous studies (e.g., [29,30]). Most students owned two or more devices, the majority of them chose to use mobile devices such as laptops and tablets for engaging in online learning, and most of them frequently accessed the internet in each week.…”