Digital age literacy proficiency among science preparatory course students

Turiman, Punia; Osman, Kamisah; Wook, Tengku Siti Meriam Tengku

doi:10.1109/iceei.2017.8312429

Cited by 3 publications

(1 citation statement)

References 14 publications

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“…Ranked in importance, the highest factor loading values among the ISPS indicators was data interpretation (INT), followed by defining variables operationally (DVO), experimentation (EXP), hypotheses formulation (FOH), and controlling variables (ICV), respectively. (Chabalengula et al, 2012;Germann et al, 1996;Turiman et al, 2017) Overall, the Thai Grade 8 students' ISPS were determined to need improvement. This is consistent from the PISA 2015 results in which Thai students scored 421, a very significant 23 point drop from the previous 2012 PISA science skills evaluation of 444, and significantly below the OECD average of 493 points (Mala, 2016).…”

Section: Discussionmentioning

confidence: 99%

Examining of Secondary School Students’ Integrated Science Process Skills

Chokchai

Pimdee

2019

Journal for the Education of Gifted Young Scientists

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Integrated science process skills (ISPS) are a fundamental variable in scientific inquiry and scientific literacy. If students are proficient in this skill, they will be ready for living and working in the 21 st-century, which requires the application of scientific knowledge and scientific inquiry. For these reasons, the researchers undertook a study to investigate the ISPS of Thai lower secondary school students. From the use of stratified random sampling, 350 Bangkok, Thailand Grade 8 secondary school students were selected. The SPSS statistics software was used for data analysis of the mean and standard deviation. A first-order confirmatory factor analysis (CFA) and a two-way analysis of variance (ANOVA) were also employed. Findings from the research determined that student ISPS consisted of five indicators, including 1) controlling variables 2) hypotheses formulation3) defining variables operationally 4) experimentation, and 5) data interpretation. Findings also revealed that overall, student ISPS were at a level that needed improvement.

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Section: Discussionmentioning

confidence: 99%

Examining of Secondary School Students’ Integrated Science Process Skills

Chokchai

Pimdee

2019

Journal for the Education of Gifted Young Scientists

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Gender differences in information and communication technology use & skills: a systematic review and meta-analysis

et al. 2021

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Even though information and communication technology (ICT) is essential for everyday life and has gained considerable attention in education and other sectors, it also carries individual differences in its use and relevant skills. This systematic review aims to examine the gender differences in ICT use and skills for learning through technology. A comprehensive search of eight journal databases and a specific selection criterion was carried out to exclude articles that match our stated exclusion criteria. We included 42 peer-reviewed empirical publications and conference proceedings published between 2006 and 2020. For a subsample of studies, we performed a small-scale meta-analysis to quantify possible gender differences in ICT use and skills. A random-effects model uncovered a small and positive, yet not significant, effect size in favor of boys ( g = 0.17, 95% CI [−0.01, 0.36]). However, this finding needs to be further backed by large-scale meta-analyses, including more study samples and a broader set of ICT use and skills measures. We highlight several concerns that should be addressed and more thoroughly in collaboration with one another to better IT skills and inspire new policies to increase the quality of ICT use. The findings from this review further suggest implications and present existing research challenges and point to future research directions.

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Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

2021

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The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

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Digital age literacy proficiency among science preparatory course students

Cited by 3 publications

References 14 publications

Examining of Secondary School Students’ Integrated Science Process Skills

Examining of Secondary School Students’ Integrated Science Process Skills

Gender differences in information and communication technology use & skills: a systematic review and meta-analysis

Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

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