The Effects of Information and Communication Technology Engagement Factors on Science Performance Between Singapore and Turkey Using Multi-Group Structural Equation Modeling

Özkan, Batuhan; Tekeli, Fatma Noyan

doi:10.33225/jbse/21.20.639

Cited by 6 publications

(7 citation statements)

References 43 publications

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“…Starting with the analysis of the results obtained, it was generally observed that the assessment of ICT use and engagement in the educational environment was medium-high. This is in line with other studies [5,[45][46][47][48][49][50]. It is true that certain aspects were below the overall average, as in the case where students forget about time when using electronic devices or where they exchange solutions to problems with digital devices using the Internet.…”

Section: Discussionsupporting

confidence: 91%

“…The main research on the motivation generated by ICT in adolescents is related to education, especially in how the use of ICT in students, at home and at school, influences the performance of reading comprehension [5,45,46], mathematics [47,48] and science [47][48][49][50]. In these three domains or areas of knowledge, there are differences in academic performance.…”

Section: Introductionmentioning

confidence: 99%

“…However, their appropriate use in schools has highly positive effects [40,43]. Thus, school autonomy over ICT in countries such as Singapore and Turkey before the pandemic had a positive relationship with achievements in science and mathematics [47,50].…”

Section: Introductionmentioning

confidence: 99%

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ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

2022

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Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

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ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

2022

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“…Because the role of teachers in the use of technology in the field of education is very important and great. The teacher's attitude towards technology, his or her efforts to use technology consciously (Stuart et al, 2022), his or her understanding of the nature of technology (Ozkan & Tekeli, 2021), his or her design of technology (Tondeur et al, 2017), questioning what the effects are on the society he or she lives in (Yavuz et al, 2020) and the effective use of technology in education and extracurricular activities (Panisoara et al, 2020) affect students. The main element that adds functionality, spirit and meaning to education and makes it efficient and effective is the teacher (Mashroofa et al,2019).…”

Section: Introductionmentioning

confidence: 99%

Proficiency of Teachers' Perceptions of Distance Education and Technology Usage Competencies: a Meta-Analysis Study

Varlik

2024

Turkish Online Journal of Distance Education

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In this meta-analysis study, it was aimed to examine the perceptions of distance education and the effect size of technology usage competencies by using meta-analysis method. In the meta-evaluation carried for this purpose, twenty-eight studies that met the criteria for inclusion in the research were reached. By combining these studies, 11.797 sample groups were studied. In order to reach a general decision in the research, a funnel plot graph was drawn before statistical calculations were made. Statistical calculations were performed in order to make a general impression decision about the publication bias in the funnel plot diagram. When the statistical analysis results and the diagram graph results were combined, it was determined that there was no publication bias in the studies included in the study. Then, a heterogeneity test was performed to determine the model type of the research. According to the results of the heterogeneity test, it was decided that this research should be interpreted according to the type of random effects model. For heterogeneity, publication type, school type, and branches were aimed as moderators. It was observed that the meta-analysis study had a small distribution of perceptions of distance education and technology usage competencies, that the variables of publication type, school type and distribution departments did not have a moderator unit in the calculations done on the moderator, but it was concluded that the effect sizes of the studies published as articles, the studies carried out in secondary education institutions and the studies on mathematics teachers had a relatively larger effect size than the others.

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“…Several studies on students' performance in science have been conducted using data from TIMSS and PISA (Jiang et al, 2023;Kiliç Depren, 2020;Lay & Chandrasegaran, 2018;Lay & Ng, 2021;Özkan & Tekeli, 2021;Shannag et al, 2013;Tang et al, 2022). Some deal with international comparisons (Aşkın & Öz, 2020;Geske & Kangro, 2002;Lay & Chandrasegaran, 2018).…”

Section: Introductionmentioning

confidence: 99%

Absenteeism and Students' Attitudes Toward Science: Impact on Exam Results Among Eighth-Grade Students in Malaysia and Singapore

Gao,

Tey,

Lai

2023

JBSE

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Absenteeism and students' attitudes toward science have an impact on the exam results among eighth-grade students in Malaysia and Singapore. This study employed weighted least squares and quantile regression techniques on the Trends in International Mathematics and Science Study (TIMSS) 2019 data to analyze the net effect of these two factors in influencing the academic performance of eighth-grade students. Given Singapore's considerable lead in TIMSS ranking over Malaysia, this research sheds light on modifiable factors that can help Malaysia enhance its national science education. Absenteeism was more pressing in Malaysia than in Singapore, but it significantly influenced exam results in both countries. However, there was no significant difference in attitudes toward science. Results from quantile regression show that these impacts were not uniform across the performance distributions. The study's results emphasize that absenteeism, home educational resources, and parental education contribute to the performance disparities between the two countries. These results underscore the importance for policymakers and educational planners in Malaysia to take proactive steps in addressing these shortcomings to improve students' exam results, to work towards narrowing the performance gap, and to enhance science education. Keywords: home educational resources, quantile regression, science achievement, TIMSS, valuing science

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The Effects of Information and Communication Technology Engagement Factors on Science Performance Between Singapore and Turkey Using Multi-Group Structural Equation Modeling

Cited by 6 publications

References 43 publications

ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

Proficiency of Teachers' Perceptions of Distance Education and Technology Usage Competencies: a Meta-Analysis Study

Absenteeism and Students' Attitudes Toward Science: Impact on Exam Results Among Eighth-Grade Students in Malaysia and Singapore

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