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Journals / Journal of Computer and Education Research / 2021 / Cilt: 9 - Sayı: 18

How does Information and Communications Technology Influence Turkish Students’ Science Achievement?

Volkan Hasan KAYA
Sibel İNCİ
Pages
754–770
Publication Date
2021-12-21
DOI
—
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AI Summary & Key Takeaways

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

According to the results, it can be said that student-level ICT variables explain approximately 20% of the total variance in science success of students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to evaluate the science achievements of Turkish students based on 2018 PISA data both according to Information and Communications Technology (ICT) variables of student and school levels.
📊
Key Findings & Data:According to the results, it can be said that student-level ICT variables explain approximately 20% of the total variance in science success of students.
💡
Conclusion & Impact:The negative determinants are the use of ICT at school in general, ICT use as social interaction, and ICT use outside of school.
🔬Design:Modeling & Simulation
📍Scope:2018 Verileri
⚙️Variables:ICT · science achievement · PISA

Abstract

This study aims to evaluate the science achievements of Turkish students based on 2018 PISA data both according to Information and Communications Technology (ICT) variables of student and school levels. With a relational research model, regression analysis was used to measure the variance factors affecting science achievement. Also, two-level Hierarchical Linear Modelling (HLM) analysis was used to add school-level analysis. According to the results, it can be said that student-level ICT variables explain approximately 20% of the total variance in science success of students. The positive determinants are ICT resources, subject-related ICT use during lessons, and perceived ICT competence. The negative determinants are the use of ICT at school in general, ICT use as social interaction, and ICT use outside of school.

Özet

This study aims to evaluate the science achievements of Turkish students based on 2018 PISA data both according to Information and Communications Technology (ICT) variables of student and school levels. With a relational research model, regression analysis was used to measure the variance factors affecting science achievement. Also, two-level Hierarchical Linear Modelling (HLM) analysis was used to add school-level analysis. According to the results, it can be said that student-level ICT variables explain approximately 20% of the total variance in science success of students. The positive determinants are ICT resources, subject-related ICT use during lessons, and perceived ICT competence. The negative determinants are the use of ICT at school in general, ICT use as social interaction, and ICT use outside of school.

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Cite This Article

KAYA, V. H., İNCİ, S. (2021). How does Information and Communications Technology Influence Turkish Students’ Science Achievement?. Journal of Computer and Education Research, Cilt: 9 - Sayı: 18, 754–770. https://ajindex.com/articles/386893

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