ICT and academic achievement in secondary education: A hierarchical linear modelling

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-10-21 DOI:10.1111/jcal.13070

F. Sehkar Fayda-Kinik, Munevver Cetin

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Abstract

Background

The unprecedented access to information in the 21st century entails a deep understanding of information and communication technology (ICT)-related factors in education and their impacts on learning and teaching. The role of attitudes towards ICT is a proven factor in student achievement. However, there is no consensus about the direction of this impact.

Objectives

This study aimed to explore the relationship between student attitudes towards ICT including interest in ICT (INTICT), perceived ICT competence (COMPICT), perceived autonomy related to ICT use (AUTICT) and ICT in social interaction (SOIAICT), and their achievement scores for mathematics, reading, and science by analysing student-, school-, and country-level factors hierarchically in the quartiles of performance.

Methods

The study group was determined as 300,279 15-year-old students from 21,903 schools in 53 countries. Descriptive and correlational analyses were carried out in addition to the hierarchical linear modelling (HLM) employed to reveal the relationship between attitudes towards ICT and academic achievement in mathematics, reading, and science through the investigation of student-, school-, and country-level factors hierarchically in the quartiles of performance.

Results and Conclusions

The results detected moderate to weak relationships among the constructs of INTICT, COMPICT, AUTICT and SOIAICT. Based on the HLM findings, complex interactions between ICT attitudes and academic performance were identified with a tendency towards positive associations between specific attitude components and high achievement levels, particularly in mathematics and science. The research identified the significance of considering student-, school-, and country-level factors for high, above-average, below-average, and low achievers to comprehensively understand the role of ICT attitudes in shaping educational outcomes.

Takeaways

Policymakers should design educational policies, subject-specific strategies and ICT-related interventions by considering the multifaceted factors influencing student performance across different subjects and achievement quartiles. Particularly at the school and country levels, contextual factors should be evaluated when designing interventions to support low achievers.

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信息和通信技术与中学教育的学业成绩：分层线性建模

21世纪前所未有的信息获取要求我们深刻理解与信息通信技术（ICT）相关的教育因素及其对学与教的影响。对信息和通信技术的态度在学生成绩中的作用已得到证实。然而，对于这种影响的方向还没有达成共识。摘要本研究旨在探讨学生对ICT的态度，包括ICT兴趣（INTICT）、ICT能力感知（COMPICT）、ICT使用自主性感知（AUTICT）和ICT社交互动感知（SOIAICT）与数学、阅读和科学成绩之间的关系。国家层面的因素按四分位数分级。方法选取53个国家21903所学校的300279名15岁学生作为研究对象。除了采用层次线性模型（HLM）来揭示对信息通信技术的态度与数学、阅读和科学方面的学术成就之间的关系之外，还进行了描述性和相关性分析，该模型通过调查学生、学校和国家层面的因素在表现的四分位数中分层进行了调查。结果与结论INTICT、COMPICT、AUTICT和soiict构形之间存在中至弱的相关关系。基于HLM的研究结果，信息通信技术态度与学业成绩之间的复杂相互作用被确定为特定态度成分与高成就水平之间的正相关趋势，特别是在数学和科学方面。该研究确定了考虑学生、学校和国家层面因素对高、高于平均水平、低于平均水平和低成就的重要性，以全面了解信息通信技术态度在塑造教育成果方面的作用。决策者应通过考虑影响不同学科和成绩四分位数学生表现的多方面因素，设计教育政策、特定学科战略和与信息通信技术相关的干预措施。特别是在学校和国家一级，在设计支持低成就者的干预措施时，应评估环境因素。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope