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

• Published in: Computers and education Vol. 125; pp. 1 - 13
• Main Authors: Hu, Xiang, Gong, Yang, Lai, Chun, Leung, Frederick K.S.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.10.2018
• Subjects: Applications in subject area; Cross-cultural projects; Secondary education; Applications in subject area; Secondary education; Cross-cultural projects
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2018.05.021

This study conceptualized ICT as multi-level (country-, school-, and student-level) constructs and examined their relationships with student mathematics, reading, and scientific literacy. Three-level hierarchical linear models (HLM) were employed to analyse the Programme for International Student Assessment (PISA) 2015 data of 305,414 15-year-old students from 11,075 schools across 44 countries. The findings indicated that (i) national ICT skills had a more positive effect on student academic performance than did national ICT access and use; (ii) students ICT availability at school positively associated with student academic success, whereas student ICT availability at home negatively associated with student academic success; (iii) student ICT academic use negatively correlated with student performance, while ICT entertainment use positively correlated with student performance; and (v) student attitudes toward ICT demonstrated mixed effects on student academic success – specifically, student interest, competence, and autonomy in using ICT had positive correlations, while student enjoyment of social interaction around ICT had a negative correlation with student academic performance. •ICT should be conceptualized at all the country-, school-, and student-levels.•National ICT skills positively affect student academic success.•Student ICT attitudes show diverse effects on their learning.•Reflection on PISA ICT Familiarity Questionnaire is discussed.