The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis
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 As...
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| Published in | Computers and education Vol. 125; pp. 1 - 13 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Ltd
01.10.2018
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| Subjects | |
| Online Access | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. |
| Author | Gong, Yang Leung, Frederick K.S. Hu, Xiang Lai, Chun |
| Author_xml | – sequence: 1 givenname: Xiang surname: Hu fullname: Hu, Xiang email: huxianghfp@gmail.com organization: Division of Mathematics and Science Education, Faculty of Education, The University of Hong Kong, Hong Kong SAR, China – sequence: 2 givenname: Yang surname: Gong fullname: Gong, Yang email: frankgongyang@gmail.com organization: Division of Chinese Language and Literature, Faculty of Education, The University of Hong Kong, Hong Kong SAR, China – sequence: 3 givenname: Chun surname: Lai fullname: Lai, Chun email: laichun@hku.hk organization: Division of Chinese Language and Literature, Faculty of Education, The University of Hong Kong, Hong Kong SAR, China – sequence: 4 givenname: Frederick K.S. surname: Leung fullname: Leung, Frederick K.S. email: frederickleung@hku.hk organization: Division of Mathematics and Science Education, Faculty of Education, The University of Hong Kong, Hong Kong SAR, China |
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| Title | The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis |
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