Does ICT familiarity always help promote educational outcomes? Empirical evidence from PISA-Thailand

Srijamdee, Kitisak; Pholphirul, Piriya

doi:10.1007/s10639-019-10089-z

Cited by 41 publications

(24 citation statements)

References 10 publications

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“…The Programme for International Student Assessment (PISA) is one of the largest international exams, evaluating the knowledge and abilities of 15-year-olds enrolled in compulsory education (Adam & Tatnall, 2017 ; Srijamdee & Pholphirul, 2020 ). By establishing standardized examinations to assess students’ performance, PISA has proven its reliability (e.g., Hu & Yu, 2021 ; OECD, 2017 ) and validity (Artelt & Schneider, 2015 ; Stadler et al, 2020 ); and it enables quantification and comparison across countries, regions, and even individual schools (Herborn et al, 2020 ; Niemann et al, 2017 ); and so has a substantial influence on educational systems globally (Arpaci et al, 2021 ; Eickelmann et al, 2017 ).…”

Section: Methodsmentioning

confidence: 99%

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

2022

Educ Inf Technol

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This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students’ digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for International Student Assessment 2018 were collected. Multilevel regression analysis showed that SCMC negatively influenced digital reading performance across countries/regions. As the frequency decreased, the negative effect of SCMC diminished. In contrast, ASCMC at a moderately low frequency could facilitate digital reading performance in some countries/regions; however, as frequency increased, the positive effect became negative. These results showed that synchronicity played a role in predicting students’ digital reading performance. This study also explored the mediating effect of metacognition with Nelson and Naren’s metacognitive control-monitoring model. A multilevel mediation analysis proved that the effects of SCMC and ASCMC on digital reading performance were mediated by students’ metacognition of assessing credibility. Practical implications and suggestions for students’ self-paced learning were discussed with the purpose of promoting the effective use of extracurricular CMC between students and teachers and improving students’ digital reading achievement in the post-COVID-19 pandemic era.

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Section: Methodsmentioning

confidence: 99%

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

2022

Educ Inf Technol

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“…In some other studies using PISA data, findings were obtained in relation to the students' usage frequency of and familiarity with ICT. Using the PISA 2015 data, Srijamdee and Pholphirul (2020), who conducted a study on the students' daily use of ICT in Thailand, found that ICT use had positive influence on the students' academic achievements as long as they used it at school only for 1-30 min on weekdays and for 2-4 h at weekends. In addition, the researchers reported that the students with more experience in ICT use tended to have better scores in reading, mathematics, and science.…”

Section: Literature Review Ict and Academic Achievementmentioning

confidence: 99%

“…For this reason, many countries have implemented policies regarding the integration of information and communication technologies (ICT) into educational environments in order to adapt to this change and transferred significant resources to ICT infrastructures at schools (Steffens, 2014; Witte and Rogge, 2014). Though information technology is important for the development of a country’s workforce, the extent to which the country will benefit from ICT use depends on the accessibility of ICT and on the extent to which the population is competent in or familiar with ICT (Srijamdee and Pholphirul, 2020). These competences are often referred to as “digital competence” or “21st century skills” in literature.…”

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confidence: 99%

Identifying Turkish students’ profiles of using information and communication technologies and its relationship with their academic achievement: A latent class analysis approach

Karakoyun

Başaran

2021

E-Learning and Digital Media

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In this study, 15-year-old Turkish students’ profiles of using ICT at home and at school were identified, and the extent to which these profiles were associated with their academic achievement was determined. Moreover, the study investigated the effects of the students’ age of first usage of digital device and internet, their gender and their parents’ education level on the students’ ICT usage profiles. In the study, by using Latent Class Analysis, Program for International Student Assessment (PISA) 2018 Turkey data were analyzed ( n = 6890). According to the findings obtained in the study, it was revealed that the students who used ICT resources at high level at home and at school constituted the smallest class (8% of the sample). The students whose mothers’ levels of education were high and those who were male had a higher probability of being a member of the high-level ICT user class. In addition, the students who started using their first digital devices and the Internet at later ages were less likely to be a member of the class using high-level ICT. Finally, the students in the high-level ICT user class had low mathematics, reading, and science achievement scores.

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“…For example, the research articles based on PISA 2015 and similar data which interrogate the relationships between ICT use and academic achievement hardly deliver conclusive results (Castellanos & Martha, 2015;C. Hu, 2017;Juhaňák, Zounek, Záleská, Bárta, & Vlčková, 2018;OECD, 2015;Saal, van Ryneveld, & Graham, 2019;Srijamdee & Pholphirul, 2020). One limit of these researches is that most of the investigations using these data are either at country level or attempt cross country comparisons employing data from a limited number of countries.…”

Section: Home Use Of Ictmentioning

confidence: 99%

Is using ICT at home good or bad for learning? A cross-country comparison of the impact of home use of ICT for entertainment and learning on PISA 2015 Science test results

Hatos¹

2020

Preprint

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There is much contradiction in the results of recent research results concerning the impact of ICT home use by students on learning. Despite the availability of the large body of data from the PISA 2015 survey in which respondents from 47 countries answered the ICT use modules, the research results are still far from conclusive either. Consequently, the purpose of the present research is to explore the cross-country variation of the impact of ICT use at home for entertainment and for learning on the Science test results obtained by students in PISA 2015. More specifically, linear regression models of PISA 2015 Science test results at country-level will be ran, then the variations in betas of the regression models for the 47 countries will be statistically investigated including correlations with other presumably important country-level descriptors. The main conclusions are that is erroneous to expect for positive or negative general effects, as most probably they depend on country-level features, and that the impact of home use, for learning and for entertainment respectively, of ICT are in a kind of homeopathic negative cross-country relationship.

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Does ICT familiarity always help promote educational outcomes? Empirical evidence from PISA-Thailand

Cited by 41 publications

References 10 publications

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

Identifying Turkish students’ profiles of using information and communication technologies and its relationship with their academic achievement: A latent class analysis approach

Is using ICT at home good or bad for learning? A cross-country comparison of the impact of home use of ICT for entertainment and learning on PISA 2015 Science test results

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