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Journals / Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi / 2020 / Cilt: 11 - Sayı: 3

How does the ICT Access and Usage Influence Student Achievement in PISA 2009 and 2012?

Gülfem Dilek YURTTAŞ KUMLU
Nuri DOĞAN
Pages
219–242
Publication Date
2020-09-27
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In this study, the explained variance ratio of mathematics achievement by the school ICT variables level was greater than by the student ICT variables level.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to investigate the effects of access and usage of information and communication technologies (ICT) on Turkish students’ mathematics achievement implemented in PISA 2009 and PISA 2012.
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Key Findings & Data:In this study, the data which were obtained from the PISA 2009 and PISA 2012 mathematics achievement tests and from the information and communications technologies familiarity questionnaire (ICTFQ) in Turkey were used.
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Conclusion & Impact:In this study, the explained variance ratio of mathematics achievement by the school ICT variables level was greater than by the student ICT variables level.
🔬Design:Survey & Empirical Study
📍Scope:2009 Verileri
⚙️Variables:Information and Communication Technologies (ICT) · mathematics achievement · PISA 2009

Abstract

The purpose of this study is to investigate the effects of access and usage of information and communication technologies (ICT) on Turkish students’ mathematics achievement implemented in PISA 2009 and PISA 2012. A correlational research model was used in this study. In this study, the data which were obtained from the PISA 2009 and PISA 2012 mathematics achievement tests and from the information and communications technologies familiarity questionnaire (ICTFQ) in Turkey were used. In this study, three student level variables and two school variables of ICTFQ which are common indexes both in PISA 2009 and PISA 2012 were selected to compare the effect of ICT variables on PISA mathematics achievement implemented in different years. Two-level Hierarchical Linear Modeling (HLM) analysis was performed in the analysis of the data. As a result, the student level variables had a small or a trivial effect on mathematics achievement. The effect size value of the ENTUSE variable was similar in the PISA 2009 and the PISA 2012 implementation, but the effect size value of the HOMSCH variable and the ICTHOME variable on mathematics achievement in PISA 2012 was lower than in PISA 2009. The ICTSCH and the USESCH variables at the school level had a large effect on mathematics achievement in two implementations of PISA 2009 and PISA 2012. The effect size value of the ICTSCH variable on mathematics achievement in PISA 2012 was higher than in PISA 2009. The effect size value of the ICTSCH variable, having a negative relationship with mathematics achievement in PISA 2012, was lower than in PISA 2009. In this study, the explained variance ratio of mathematics achievement by the school ICT variables level was greater than by the student ICT variables level.

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Cite This Article

KUMLU, G. D. Y., DOĞAN, N. (2020). How does the ICT Access and Usage Influence Student Achievement in PISA 2009 and 2012?. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, Cilt: 11 - Sayı: 3, 219–242. https://ajindex.com/articles/137308

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