Influence of Computers in Students’ Academic Achievement

Simões, Sofia

doi:10.2139/ssrn.3924230

Cited by 2 publications

(1 citation statement)

References 64 publications

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“…For example, suppose the students believe higher achievement motivation is better than lower achievement motivation. In that case, they will tend to choose those answers that allow them to show higher achievement motivation in completing the questionnaire [7]. Therefore, the level of achievement motivation shown by the sample in the questionnaire tends to be higher than her true level of achievement motivation.…”

Section: Discussionmentioning

confidence: 99%

Chinese Vocational School Students' Achievement Motivation in Different Educational Models

Liu¹

2023

EHSS

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The Chinese government is currently experimenting with a new approach to teacher training to address the shortage of teachers in rural schools. This model is called the free teacher training model. Students enter vocational schools after high school to train as preschool teachers for five years, after which they can get a steady job in a public kindergarten. The researcher sought to explore whether the achievement motivation levels of these teacher-education students would be affected by such an educational model. In this study, it was hypothesized that students would be less motivated to achieve in their studies because they would not need to find a job. However, the researcher's survey data indicated that there was no significant difference between the achievement motivation levels of these students who did not have to worry about employment and those who had to worry about employment. Such results surprised the researcher, and the researcher believes there are several possible reasons for such results. For example, these students did not have employment as their primary orientation to learning. Or these students did not fill in their real situation because they were concerned about the influence of social desirability.

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Section: Discussionmentioning

confidence: 99%

Chinese Vocational School Students' Achievement Motivation in Different Educational Models

Liu¹

2023

EHSS

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Determining the factors affecting the ICT use of Turkish students attending PISA-2018: Multilevel profile analysis approach

Başaran

2024

Educ Inf Technol

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This study aims to classify student profiles based on the type and frequency of Information and Communication Technologies (ICT) usage. Each profile exhibits homogeneous characteristics and heterogeneous characteristics compared to other groups. Additionally, the study investigates whether covariates at the school and student levels create differences in these profiles. For this purpose, a mixed-method analysis (Latent Profile Analysis (LPA), Multi-level Latent Profile Analysis (MLPA) and Multi-level Logistic Regression Analysis (MLRA)) were used to identify ICT usage profiles. The study analysed data from 6,890 Turkish students across 186 schools participating in PISA 2018 (Program for International Student Assessment), revealing three distinct ICT usage profiles: Profile-1 (Low-Level ICT Users (19.06%)), Profile-2 (Intermediate-Level ICT Users (71.10%)), and Profile-3 (Advanced-Level ICT Users (9.84%)). The MLRA showed that students with low ICT usage have less access to ICT resources. Students in the Low-Level ICT Users profile also had lower scores on ICT-related motivation factors (interest, competence, social interaction, and autonomy). No significant effect of ICT usage on mathematics, reading, and science scores was observed. Variance differences at student and school levels could not be fully explained by covariates at the school level (type of school, ratio of computers connected to the internet per student, lack of educational materials and personnel). However, the ratio of computers per student effectively explained these differences. According to an MLPA, schools were categorised into two groups based on ICT resources: 'high' and 'low'. In schools with high ICT resources, the proportion of students in Profile-2 was found to be 45.8%, while those in Profile-3 accounted for 9%. In contrast, in schools with low ICT resources, the percentage of students in Profile-2 was 22.45%, and in Profile-3, it was 1.82%. These findings indicate that the level of a school's ICT resources significantly impacts students' technology usage skills. A significant finding of the research is that most Turkish students use ICT at an intermediate level at home for school lessons. The COVID-19 pandemic has further increased the importance of studying at home using ICT resources.

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Influence of Computers in Students’ Academic Achievement

Cited by 2 publications

References 64 publications

Chinese Vocational School Students' Achievement Motivation in Different Educational Models

Chinese Vocational School Students' Achievement Motivation in Different Educational Models

Determining the factors affecting the ICT use of Turkish students attending PISA-2018: Multilevel profile analysis approach

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