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

Volkan Hasan Kaya,Sibel İnci̇

doi:10.18009/jcer.900695

Abstract

This study aims to evaluate the science achievements of Turkish students based on 2018 PISA data both according to Information and Communications Technology (ICT) variables of student and school levels. With a relational research model, regression analysis was used to measure the variance factors affecting science achievement. Also, two-level Hierarchical Linear Modelling (HLM) analysis was used to add school-level analysis. According to the results, it can be said that student-level ICT variables explain approximately 20% of the total variance in science success of students. The positive determinants are ICT resources, subject-related ICT use during lessons, and perceived ICT competence. The negative determinants are the use of ICT at school in general, ICT use as social interaction, and ICT use outside of school.

Highlights

Due to the emergence of the sudden pandemic, Information and Communications Technology (ICT) availability and skills have become a vital issue for the world, especially in education
This study aims to evaluate the science achievements of Turkish students based on 2018 PISA data both according to student and school levels ICT variables
Related to the Second Sub-Problem Based on the PISA 2018 data, the reliability coefficient for the achievement of science was calculated and an empty model was established to determine the rate of explanation of variability in Turkish students' success in science by the differences between schools and students

Summary

Introduction

Due to the emergence of the sudden pandemic, Information and Communications Technology (ICT) availability and skills have become a vital issue for the world, especially in education. This new era is called a renaissance of the world, which means the world is going through a digital transformation more than ever, making people hyper-connected in new digital media and technologies (Elçiçek & Erdemci, 2021; Park, 2017). Almost all countries share the idea that using technology in education has benefits for learners. In accordance with the “Digital Education Action Plan of the Commission” which has 11 actions to enhance the use of technology and to improve digital competences in education, many countries try to improve their infrastructures and availability of digitalization for everybody. The Action Plan has three priorities, “making better use of digital technology for teaching and learning; developing

Objectives

Methods

Results

Discussion

Conclusion