How Does ICT Use Influence Students' Achievements in Math and Science over Time? Evidence from PISA 2000 to 2012

This study aims to investigate the impacts of information and communication technology (ICT) use on students' math and science achievements, with a special focus on examining the trends of these relationships over the past decade. Data from all five waves of the Program for International Studen...

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Published inEurasia Journal of Mathematics, Science and Technology Education Vol. 12; no. 9; pp. 2431 - 2449
Main Authors Zhang, Danhui, Liu, Luman
Format Journal Article
LanguageEnglish
Published East Sussex EURASIA 01.09.2016
Subjects
Achievement Tests
Correlation
Economic Factors
Educational objectives
Educational Technology
Foreign Countries
Gender Differences
Hierarchical Linear Modeling
Institutional Characteristics
International Assessment
Learning
Mathematics Achievement
Program for International Student Assessment
Questionnaires
Science
Science Achievement
Secondary School Students
Socioeconomic Influences
Statistical Analysis
Students
Surveys
Teaching Methods
Technology Uses in Education
Trends
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Summary:This study aims to investigate the impacts of information and communication technology (ICT) use on students' math and science achievements, with a special focus on examining the trends of these relationships over the past decade. Data from all five waves of the Program for International Student Assessment (PISA) from 2000 to 2012 were used. Three-level hierarchical linear modelling revealed that school-level ICT-related variables had positive influences on learning outcomes when national GDP, school type, and school ICT investment, were controlled for. However, the findings indicated that the relationships between different types of ICT use with math and science achievement were negative in the long term when students' families' social economic status was held constant. In addition, self-confidence in Internet tasks was discovered to be beneficial to both math and science, and thus, suggestions were made to develop students' confidence in conducting ICT-related activities.
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.12973/eurasia.2016.1297a