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- Publisher Website: 10.1016/j.compedu.2018.05.021
- Scopus: eid_2-s2.0-85047877926
- WOS: WOS:000441494100001
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Article: The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis.
Title | The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. |
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Authors | |
Keywords | Applications in subject area Cross-cultural projects Secondary education |
Issue Date | 2018 |
Publisher | Pergamon. 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? |
Abstract | This 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 Identifier | http://hdl.handle.net/10722/260621 |
ISSN | 2023 Impact Factor: 8.9 2023 SCImago Journal Rankings: 3.651 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Hu, X | - |
dc.contributor.author | Gong, Y | - |
dc.contributor.author | Lai, C | - |
dc.contributor.author | Leung, FKS | - |
dc.date.accessioned | 2018-09-14T08:44:37Z | - |
dc.date.available | 2018-09-14T08:44:37Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Computers & Education, 2018, v. 125, p. 1-13 | - |
dc.identifier.issn | 0360-1315 | - |
dc.identifier.uri | http://hdl.handle.net/10722/260621 | - |
dc.description.abstract | This 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.language | eng | - |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu | - |
dc.relation.ispartof | Computers & Education | - |
dc.subject | Applications in subject area | - |
dc.subject | Cross-cultural projects | - |
dc.subject | Secondary education | - |
dc.title | The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. | - |
dc.type | Article | - |
dc.identifier.email | Lai, C: laichun@hku.hk | - |
dc.identifier.email | Leung, FKS: frederickleung@hku.hk | - |
dc.identifier.authority | Lai, C=rp00916 | - |
dc.identifier.authority | Leung, FKS=rp00924 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.compedu.2018.05.021 | - |
dc.identifier.scopus | eid_2-s2.0-85047877926 | - |
dc.identifier.hkuros | 291583 | - |
dc.identifier.volume | 125 | - |
dc.identifier.spage | 1 | - |
dc.identifier.epage | 13 | - |
dc.identifier.isi | WOS:000441494100001 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0360-1315 | - |