The influence of ict use and related attitudes on students’ math and science performance: multilevel analyses of the last decade’s pisa surveys

Matthew Courtney, Mehmet Karakus, Zara Ersozlu, Kaidar Nurumov

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)
180 Downloads (Pure)

Abstract

This study analyzed the latest four PISA surveys, 2009, 2012, 2015, and 2018, to explore the association between students’ ICT-related use and math and science performance. Using ICT Engagement Theory as a theoretical framework and a three-level hierarchical linear modeling approach, while controlling for confounding effects, ICT-related independent variables of interest were added to the models at the student, school, and country levels. The series of models revealed that, in general, an increase in ICT availability and ICT use both inside and outside school had a negative association with learning outcomes, while students’ positive attitude toward ICT demonstrated a strong positive relationship. However, students’ perceived autonomy related to ICT use had the strongest association with academic performance, which is consistent with the changing nature of the modern learning environments. Findings revealed that virtually all forms of student ICT use, both inside and outside of school and whether subject related or not, had no substantive positive relationship with student performance in math or science. Conversely, higher student attitude toward, confidence in, belief in utility of, and autonomous use of ICT was associated with higher math and science performance for each of the four years of the study. Incidentally, we also found that while country GDP per capita had no consistent association with student performance, a school’s provision of extra-curricula activities did. Recommendations for educational leaders, teachers, and parents are offered.
Original languageEnglish
Article number8
Number of pages26
JournalLarge-scale Assessments in Education
Volume10
Issue number1
DOIs
Publication statusPublished - 2 Aug 2022

Bibliographical note

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Keywords

  • Educational technology
  • Extra-curricular activities
  • ICT use
  • ICT-related attitudes
  • Math and science performance
  • Multilevel analysis
  • PISA

ASJC Scopus subject areas

  • Education

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