Student- and school-level perceived ICT competence and academic performance in Chinese rural schools: a multilevel analysis

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Asia Pacific Education Review Pub Date : 2023-08-02 DOI:10.1007/s12564-023-09890-w
Wei Yang, Xiao Yang, Chun Lu, Miaoyun Li
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Abstract

The relationship between Information and Communication Technology (ICT) and academic performance is a controversial issue that has attracted increasing attention from administrators, policymakers, and researchers. The relationship between perceived ICT competence and the academic performance of rural students deserves particular attention. Although a small but growing body of research has examined the relationship between perceived ICT competence and student academic performance, few studies have viewed perceived ICT competence as a multilevel construct. This study aimed to fill this gap by examining the relationship between multilevel perceived ICT competence (i.e., student- and school-level perceived ICT competence) and student academic performance using a sample of 5530 students from 156 schools in rural China. Two-level hierarchical linear modeling results indicated that student- and school-level perceived ICT competence could predict academic performance. Furthermore, school-level perceived ICT competence could moderate the relationship between student-level ICT competence and academic outcomes. Specifically, the role of student-level perceived ICT competence showed heterogeneity across schools. Academic performance was strongly correlated with student-level perceived ICT competence in schools with a low level of perceived ICT competence; in contrast, this outcome was not observed in schools with a high level of perceived ICT competence. The findings suggest that administrators and policymakers in China should pay special attention to rural schools where perceived ICT competence is low and consider providing services for students in these schools to promote educational equity.

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中国农村学校学生和学校层面的信息与通信技术认知能力与学业成绩:多层次分析
信息与传播技术(ICT)与学习成绩之间的关系是一个有争议的问题,已引起管理者、决策者和研究人员越来越多的关注。农村学生感知信息与传播技术能力与学习成绩之间的关系尤其值得关注。尽管有少量但越来越多的研究探讨了感知信息与传播技术能力与学生学业成绩之间的关系,但很少有研究将感知信息与传播技术能力视为一种多层次建构。本研究以中国农村 156 所学校的 5530 名学生为样本,考察了多层次感知 ICT 能力(即学生和学校层面的感知 ICT 能力)与学生学业成绩之间的关系,旨在填补这一空白。两级分层线性建模结果表明,学生和学校层面的感知ICT能力可以预测学生的学业成绩。此外,学校层面的感知ICT能力可以调节学生层面的ICT能力与学业成绩之间的关系。具体而言,学生层面感知的信息与传播技术能力的作用在不同学校表现出差异性。在感知信息与传播技术能力水平较低的学校,学业成绩与学生水平的感知信息与传播技术能力密切相关;相反,在感知信息与传播技术能力水平较高的学校,则没有观察到这一结果。研究结果表明,中国的管理者和政策制定者应特别关注感知ICT能力较低的农村学校,并考虑为这些学校的学生提供服务,以促进教育公平。
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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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