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Article: The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis.

TitleThe relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis.
Authors
KeywordsApplications in subject area
Cross-cultural projects
Secondary education
Issue Date2018
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu
Citation
Computers & Education, 2018, v. 125, p. 1-13 How to Cite?
AbstractThis study conceptualized ICT as multi-level (country-, school-, and student-level) constructs and examined their relationships with student mathematics, reading, and scientific literacy. Three-level hierarchical linear models (HLM) were employed to analyse the Programme for International Student Assessment (PISA) 2015 data of 305,414 15-year-old students from 11,075 schools across 44 countries. The findings indicated that (i) national ICT skills had a more positive effect on student academic performance than did national ICT access and use; (ii) students ICT availability at school positively associated with student academic success, whereas student ICT availability at home negatively associated with student academic success; (iii) student ICT academic use negatively correlated with student performance, while ICT entertainment use positively correlated with student performance; and (v) student attitudes toward ICT demonstrated mixed effects on student academic success – specifically, student interest, competence, and autonomy in using ICT had positive correlations, while student enjoyment of social interaction around ICT had a negative correlation with student academic performance.
Persistent Identifierhttp://hdl.handle.net/10722/260621
ISSN
2017 Impact Factor: 4.538
2015 SCImago Journal Rankings: 3.143
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHu, X-
dc.contributor.authorGong, Y-
dc.contributor.authorLai, C-
dc.contributor.authorLeung, FKS-
dc.date.accessioned2018-09-14T08:44:37Z-
dc.date.available2018-09-14T08:44:37Z-
dc.date.issued2018-
dc.identifier.citationComputers & Education, 2018, v. 125, p. 1-13-
dc.identifier.issn0360-1315-
dc.identifier.urihttp://hdl.handle.net/10722/260621-
dc.description.abstractThis study conceptualized ICT as multi-level (country-, school-, and student-level) constructs and examined their relationships with student mathematics, reading, and scientific literacy. Three-level hierarchical linear models (HLM) were employed to analyse the Programme for International Student Assessment (PISA) 2015 data of 305,414 15-year-old students from 11,075 schools across 44 countries. The findings indicated that (i) national ICT skills had a more positive effect on student academic performance than did national ICT access and use; (ii) students ICT availability at school positively associated with student academic success, whereas student ICT availability at home negatively associated with student academic success; (iii) student ICT academic use negatively correlated with student performance, while ICT entertainment use positively correlated with student performance; and (v) student attitudes toward ICT demonstrated mixed effects on student academic success – specifically, student interest, competence, and autonomy in using ICT had positive correlations, while student enjoyment of social interaction around ICT had a negative correlation with student academic performance.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu-
dc.relation.ispartofComputers & Education-
dc.subjectApplications in subject area-
dc.subjectCross-cultural projects-
dc.subjectSecondary education-
dc.titleThe relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis.-
dc.typeArticle-
dc.identifier.emailLai, C: laichun@hku.hk-
dc.identifier.emailLeung, FKS: frederickleung@hku.hk-
dc.identifier.authorityLai, C=rp00916-
dc.identifier.authorityLeung, FKS=rp00924-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.compedu.2018.05.021-
dc.identifier.scopuseid_2-s2.0-85047877926-
dc.identifier.hkuros291583-
dc.identifier.volume125-
dc.identifier.spage1-
dc.identifier.epage13-
dc.identifier.isiWOS:000441494100001-
dc.publisher.placeUnited Kingdom-

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