The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis

Hu, Xiang; Gong, Yang; Lai, Chun; Leung, Frederick K. S.

doi:10.1016/j.compedu.2018.05.021

Cited by 238 publications

(213 citation statements)

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“…Surprisingly, the study by Biagi and Loi (2013) showed a positive relationship between the use of ICT for gaming and PISA 2009 scores in most countries. In line with this result, Hu et al (2018) found evidence that students who use ICT resources more often for leisure activities (e.g., playing online games, chatting online, reading news on the internet, and downloading new apps on a mobile device) tended to perform better on reading tests. Again, the study by Petko et al (2017) found different results, showing a negative association between ICT use at home for leisure and reading performance.…”

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confidence: 53%

“…Concerning the relationship between academic achievement and availability of resources at home, found that the number of computers at home was positively related to PISA scores. In contrast, Hu et al (2018) showed that access to ICT at home was negatively related to PISA achievement. Fuchs and Wöβmann (2005) also found evidence of a negative relation between student achievement and availability of computers at home.…”

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confidence: 85%

“…A positive relationship with academic achievement was also found when the computer at home was used for education and communication (Fuchs and Wöβmann 2005). Whereas Petko et al (2017) also found that ICT use at home for schoolwork (browsing the internet for schoolwork, using email for communication with other students about schoolwork, and doing homework on a computer) was positively associated with reading achievement, Hu et al (2018) showed a negative association between ICT use at home for schoolwork and reading performance. One reason for the mixed results might be found in the way ICT use at home for schoolwork was measured in both studies.…”

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confidence: 97%

“…In addition to the availability of computers, the frequency of use both at school and at home might play a role in student reading performance. In examining the PISA 2015 data of 44 countries including the Netherlands, Hu et al (2018) found evidence of a negative association between ICT use at school (e.g., for sending emails or browsing the internet for schoolwork) and reading performance. These results indicate that students who use ICT resources more often for academically related work, tend to have lower reading scores.…”

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confidence: 99%

“…One reason for the mixed results might be found in the way ICT use at home for schoolwork was measured in both studies. In the study based on PISA 2012 (Petko et al 2017) only seven items were used to measure this construct; in the study based on PISA 2015 (Hu et al 2018) this increased to 12 items. As also pointed out by Hu et al (2018) "the effect of ICT academic use outside school becomes inconclusive when different studies employ different ICT activities to produce the overall indicator of ICT use activities at school" (p. 9).…”

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confidence: 99%

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Everything in moderation: ICT and reading performance of Dutch 15-year-olds

Gubbels

Swart

Groen

2020

Large-scale Assess Educ

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BackgroundOver the last two decades, Information and Communication Technology (ICT) resources have become widely available to students, both at home and at school. Due to the importance of ICT in our modern society, a questionnaire obtaining information about ICT resources, ICT use (both at school and outside school), and ICT skills AbstractPrevious research on the relationship between students' home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT resources at school has been found to be unrelated or negatively related to academic performance, whereas the availability of ICT resources at home has been found to be both positively and negatively related to academic performance. In addition, the frequency of use of ICT is related to students' academic achievement. This relationship has been found to be negative for ICT use at school, however, for ICT use at home the literature on the relationship with academic performance is again ambiguous. In addition to ICT availability and ICT use, students' attitudes towards ICT have also been found to play a role in student performance. In the present study, we examine how availability of ICT resources, students' use of those resources (at school, outside school for schoolwork, outside school for leisure), and students' attitudes toward ICT (interest in ICT, perceived ICT competence, perceived ICT autonomy) relate to individual differences in performance on a digital assessment of reading in one comprehensive model using the Dutch PISA 2015 sample of 5183 15-year-olds (49.2% male). Student gender and students' economic, social, and cultural status accounted for a substantial part of the variation in digitally assessed reading performance. Controlling for these relationships, results indicated that students with moderate access to ICT resources, moderate use of ICT at school or outside school for schoolwork, and moderate interest in ICT had the highest digitally assessed reading performance. In contrast, students who reported moderate competence in ICT had the lowest digitally assessed reading performance. In addition, frequent use of ICT outside school for leisure was negatively related to digitally assessed reading performance, whereas perceived autonomy was positively related. Taken together, the findings suggest that excessive access to ICT resources, excessive use of ICT, and excessive interest in ICT is associated with lower digitally assessed reading performance.

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confidence: 53%

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confidence: 85%

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confidence: 97%

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confidence: 99%

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confidence: 99%

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Everything in moderation: ICT and reading performance of Dutch 15-year-olds

Gubbels

Swart

Groen

2020

Large-scale Assess Educ

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Digital learning technologies usage during Covid‐19 lockdowns

Sandu,

Taylor

2024

British Educational Res J

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The global impact of the Covid‐19 pandemic on school education has been unprecedented, with widespread school closures and the need for education to be delivered remotely. By providing an overview of the continuity of learning and teaching during the 2019–2021 academic years, this study aims to contribute to a better understanding of the impact of the pandemic on the use of digital learning technologies in Wales. This study links usage data from the Government's National Learning Platform (Hwb) to national administrative school records for all pupils in maintained schools. It employs a quantitative methodology to model the inequalities in digital learning technology usage. Multiple linear regression is used to quantify the factors associated with pupils’ use of the national learning platform before and during the pandemic, with a particular emphasis on school closures. The study's findings show notable differences in the level of learning platform usage across school sectors, with primary school pupils using the platform the most. Furthermore, school‐level teacher usage of the platform and household socioeconomic status are key factors influencing pupil usage. The analysis also reveals that levels of learning platform usage prior to the first school closure were associated with learning platform usage in the first school closure period, and usage in the second school closure period was also associated with usage in the first school closure period.

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Breaking the cycle: The mediating effects of reading, mathematical and ICT literacy skills on financial success in youth

Acar

2023

Review of Education

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For young people, financial literacy is important because they face financial decisions that can have significant consequences throughout their lives, such as investing in a college education or a business, shopping, buying books or computer games. Therefore, this study examined the relationship between the financial literacy levels of young people and their perceived ICT competence, reading and mathematical literacy, which are measurable and observable phenomena. The research data were obtained from the 2018 PISA (Program for International Student Assessment) database, officially published by the OECD. The participants of this study were 15‐year‐old students from 15 different countries that participated in the PISA programme in 2018. Mathematical and reading literacy were found to be an important variable affecting the financial literacy performance of young people. However, ICT competencies did not significantly affect the financial literacy performance of young people. Additionally, this study tested the mediating effects of reading literacy, mathematical literacy and perceived ICT competence variables on financial literacy.

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The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis

Cited by 238 publications

References 35 publications

Everything in moderation: ICT and reading performance of Dutch 15-year-olds

Everything in moderation: ICT and reading performance of Dutch 15-year-olds

Digital learning technologies usage during Covid‐19 lockdowns

Breaking the cycle: The mediating effects of reading, mathematical and ICT literacy skills on financial success in youth

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