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

Autor/inn/en	Zhang, Danhui; Liu, Luman
Titel	How Does ICT Use Influence Students' Achievements in Math and Science over Time? Evidence from PISA 2000 to 2012
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 9, S.2431-2449 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Educational Technology; Technology Uses in Education; Mathematics Achievement; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Science Achievement; Teaching Methods; Surveys; Questionnaires; Hierarchical Linear Modeling; Statistical Analysis; Correlation; Socioeconomic Influences; Institutional Characteristics; Economic Factors; Gender Differences; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Survey; Umfrage; Befragung; Fragebogen; Statistische Analyse; Korrelation; Sozioökonomischer Faktor; Ökonomischer Faktor; Geschlechterkonflikt
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01