The Effect of the Aim and Frequency of Computer Usage on Student Achievement According to PISA 2006

Anıl, Duygu; Ozer, Yesim

doi:10.1016/j.sbspro.2012.06.462

Cited by 14 publications

(13 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Most information provided through ICT resources is in text or in a written form. One might therefore assume that any relationship between academic performance and ICT access, ICT use, and attitudes towards ICT would be particularly visible for assessing performance in reading digital texts (Anil and Ozer 2012). Naumann and Sälzar (2017) explored digital reading proficiency in German 15-year-olds using data on the computer-based PISA assessment of reading.…”

Section: The Role Of Ict In Digital Readingmentioning

confidence: 99%

Everything in moderation: ICT and reading performance of Dutch 15-year-olds

Gubbels

Swart

Groen

2020

Large-scale Assess Educ

View full text Add to dashboard Cite

BackgroundOver the last two decades, Information and Communication Technology (ICT) resources have become widely available to students, both at home and at school. Due to the importance of ICT in our modern society, a questionnaire obtaining information about ICT resources, ICT use (both at school and outside school), and ICT skills AbstractPrevious research on the relationship between students' home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT resources at school has been found to be unrelated or negatively related to academic performance, whereas the availability of ICT resources at home has been found to be both positively and negatively related to academic performance. In addition, the frequency of use of ICT is related to students' academic achievement. This relationship has been found to be negative for ICT use at school, however, for ICT use at home the literature on the relationship with academic performance is again ambiguous. In addition to ICT availability and ICT use, students' attitudes towards ICT have also been found to play a role in student performance. In the present study, we examine how availability of ICT resources, students' use of those resources (at school, outside school for schoolwork, outside school for leisure), and students' attitudes toward ICT (interest in ICT, perceived ICT competence, perceived ICT autonomy) relate to individual differences in performance on a digital assessment of reading in one comprehensive model using the Dutch PISA 2015 sample of 5183 15-year-olds (49.2% male). Student gender and students' economic, social, and cultural status accounted for a substantial part of the variation in digitally assessed reading performance. Controlling for these relationships, results indicated that students with moderate access to ICT resources, moderate use of ICT at school or outside school for schoolwork, and moderate interest in ICT had the highest digitally assessed reading performance. In contrast, students who reported moderate competence in ICT had the lowest digitally assessed reading performance. In addition, frequent use of ICT outside school for leisure was negatively related to digitally assessed reading performance, whereas perceived autonomy was positively related. Taken together, the findings suggest that excessive access to ICT resources, excessive use of ICT, and excessive interest in ICT is associated with lower digitally assessed reading performance.

show abstract

Section: The Role Of Ict In Digital Readingmentioning

confidence: 99%

Everything in moderation: ICT and reading performance of Dutch 15-year-olds

Gubbels

Swart

Groen

2020

Large-scale Assess Educ

View full text Add to dashboard Cite

show abstract

“…One of the most important contributors to these disparate is that across studies, ICT use for entertainment produced different effects on different subjects. For example, within the same Turkish group and the same 2006 PISA dataset, Gumus and Atalmis (2011) found that using computers for entertainment positively affected reading scores, but Anil and Ozer (2012) found that the correlation between students' use of computers for fun and their science achievement was significant but negative. Similarly, Luu and Freeman (2011) also found a negative association between ICT use for entertainment and science achievement in both Canada and Australia using the 2006 PISA dataset.…”

Section: The Relationship Between Ict Use and Student Achievementmentioning

confidence: 99%

“…Unfortunately, the findings have been quite complex in that some researchers have supported the positive influences of ICT use on achievement (Luu and Freeman 2011;Bielefeldt 2006;Ravitz, Mergendoller, and Rush 2002;Flores, Inan, and Lin 2013), but others have found the opposite (Papanastasiou et al 2003;Gumus, Atalmis, and Hasan 2011;Ziya, Dogan, and Kelecloglu 2010;Papanastasiou and Ferdic 2006;Witter and Senkbeil 2008); these latter studies reported that students were spending time on ICT activities that were completely unrelated to learning. For example, again using the PISA 2006 data, Aypay (2010) found an entirely non-significant relationship between ICT use for education purposes and math, but Anil and Ozer (2012) found a positive correlation between them. Such mixed findings could be highlighting challenges related to effectively integrating ICTs into course content.…”

Section: The Relationship Between Ict Use and Student Achievementmentioning

confidence: 99%

How Does ICT Use Influence Students’ Achievements in Math and Science Over Time? Evidence from PISA 2000 to 2012

Zhang

Liu

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

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.Keywords: ICT use, mathematics and science education, student achievement INTRODUCTIONInformation and communication technology (ICT) is a specific term that refers to technologies designed for collecting, processing, preserving and delivering information (Elisha 2006). It has been widely recognized that the rapid development of ICT dramatically affects every aspect of contemporary life by changing the ways people live, work, and study in today's knowledge society. These changes have brought innovative and diverse options, but they have also required us to be information and communication technology (ICT) literate. In general, ICT literacy is defined as the ability to use technology tools appropriately in processing, managing, and evaluating information and communicating with others (ETS 2004; MCEETYA 2006).

show abstract

“…Research findings show that as student attitude towards science (Anil, 2009;Ceylan, 2009) and devoted time for learning (Anagun, 2011;Ozer, 2009;Ozer & Anil, 2011) increased, a rise occurred in scientific literacy achievement. In addition, it was reported that the availability of computer and hardware facilities (computers, computer programs, and internet access) for students had a positive influence on scientific literacy achievement (Anil, 2009;Anil & Ozer, 2012;Boztunc, 2010;Ozer & Anil, 2011).…”

mentioning

confidence: 99%

“…In a similar vein, researchers generally stated that there was a positive relationship between student achievement and computer and hardware facilities in the house, geographical region, and attitude towards science. Additionally, researchers agreed that there was a negative relationship between student success and frequency of using computer programs (Anil & Ozer, 2012;Boztunc, 2010;Erbas, 2005).…”

mentioning

confidence: 99%

Türkiye’nin Pisa’daki Fen Başarısıyla İlişkili Faktörlerin İncelenmesi

Kartal¹,

Doğan²,

Yıldırım³

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

View full text Add to dashboard Cite

-The purpose of this study is to make a systematic examination of the results of those studies that have explored the variables associated with the scientific literacy achievement of Turkish students in PISA 2003PISA , 2006 and 2009 (Programme for International Student Assessment) and to determine whether such studies have obtained any generalizable and consistent results in regard to the relationships between these variables and achievement. Document analysis, which is a qualitative research method, was used in this study. The research sample consisted of 23 national studies in this field. It was observed that these studies determined a positive relationship between parental educational level and student achievement in scientific literacy. Likewise, it was reported that there was a positive relationship between attitude towards science and student achievement and that female students are more successful in scientific literacy. Moreover, the examined studies showed that there was a positive relationship between devoted time for learning and scientific literacy.success.

show abstract

The Effect of the Aim and Frequency of Computer Usage on Student Achievement According to PISA 2006

Cited by 14 publications

References 3 publications

Everything in moderation: ICT and reading performance of Dutch 15-year-olds

Everything in moderation: ICT and reading performance of Dutch 15-year-olds

How Does ICT Use Influence Students’ Achievements in Math and Science Over Time? Evidence from PISA 2000 to 2012

Türkiye’nin Pisa’daki Fen Başarısıyla İlişkili Faktörlerin İncelenmesi

Contact Info

Product

Resources

About