The Relation Between ICT and Science in PISA 2015 for Bulgarian and Finnish Students

Abstract

The relationship between Information and Communication Technology (ICT) and science performance has been the focus of much recent research, especially due to the prevalence of ICT in our digital society. However, the exploration of this relationship has yielded mixed results. Thus, the current study aims to uncover the learning processes that are linked to students' science performance by investigating the effect of ICT variables on science for 15-year-old students in two countries with contrasting levels of technology implementation (Bulgaria n = 5,928 and Finland n = 5,882). The study analyzed PISA 2015 data using structural equation modeling to assess the impact of ICT use, availability, and comfort on students' science scores, controlling for students' socioeconomic status. In both countries, results revealed that (1) ICT use and availability were associated with lower science scores and (2) students who were more comfortable with ICT performed better in science. This study can inform practical implementations of ICT in classrooms that consider the differential effect of ICT and it can advance theoretical knowledge around technology, learning, and cultural context.

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

“…Different from our study, 'COMPICT' in Germany was found not to be related to math and science achievement but 'COMPICT' had a negative effect on achievement in China in the study of Meng et al (2019). Whereas, in our study as well as in the studies of Hu et al (2018) and Odell et al (2020), it was found that there was a positive effect on students' achievements. As in this study, in the study of Odell et al (2020), Bulgarian and Finnish students who are more comfortable with ICT are more successful in science.…”

“…Also, Odell et al (2020) found the same results for Bulgaria and Finland PISA 2015 for science achievement and ICT relationship. ICT use and availability were related to lower science achievements but science achievements of the students who were more comfortable with ICT were better.…”

“…Whereas, in our study as well as in the studies of Hu et al (2018) and Odell et al (2020), it was found that there was a positive effect on students' achievements. As in this study, in the study of Odell et al (2020), Bulgarian and Finnish students who are more comfortable with ICT are more successful in science. Similarly, confidence in computers was found as an important predictor of math and science performances in Turkey in the studies of Delen and Bulut (2011).…”

“…The aim of ICT studies is to understand the relationship between success and ICT availability at home and school, ICT use, and ICT engagement (interest in ICT, perceived ICT competence, perceived autonomy in using ICT, and social relatedness in using ICT) (OECD, 2019). Researchers have found inconsistent results since the inclusion of ICT items in PISA 2000 (Anıl & Özer, 2012 Delen & Bulut, 2011;Hu, Gong, Lai, & Leung, 2018;Luu, 2009;Kubiatko & Vlckova, 2010;Meng, Qiu & Boyd-Wilson, 2019;Odell, Galovan & Cutumisu, 2020;Papanastasiou, Zembylas & Vrasidas, 2003;Spiezia, 2010;Zhang & Liu, 2016).…”

Combining statistical and machine learning methods to explore German students’ attitudes towards ICT in PISA

“…Recent findings on attitudes towards ICT in PISA 2015 showed that ICT autonomy was significantly positively associated with mathematical and scientific literacy scores in all countries participating in the optional questionnaire (Hu et al 2018), and ICT in social interaction was significantly negatively associated with these scores in all countries (Hu et al 2018). For ICT competence and ICT interest, the significance and the sign of their relationships with literacy scores varied at the country-specific level (Hu et al 2018, Meng, Qiu, and Boyd-Wilson 2019, Odell et al 2020).…”