You are here:

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

,

EJMSTE Volume 12, Number 9, ISSN 1305-8223

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.

Citation

Zhang, D. & Liu, L. (2016). How Does ICT Use Influence Students' Achievements in Math and Science over Time? Evidence from PISA 2000 to 2012. EURASIA Journal of Mathematics, Science & Technology Education, 12(9), 2431-2449. Retrieved January 18, 2020 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords