Abstract
The purpose of this study is to investigate the effects of access and usage of information and communication technologies (ICT) on Turkish students’ mathematics achievement implemented in PISA 2009 and PISA 2012. A correlational research model was used in this study. In this study, the data which were obtained from the PISA 2009 and PISA 2012 mathematics achievement tests and from the information and communications technologies familiarity questionnaire (ICTFQ) in Turkey were used. In this study, three student level variables and two school variables of ICTFQ which are common indexes both in PISA 2009 and PISA 2012 were selected to compare the effect of ICT variables on PISA mathematics achievement implemented in different years. Two-level Hierarchical Linear Modeling (HLM) analysis was performed in the analysis of the data. As a result, the student level variables had a small or a trivial effect on mathematics achievement. The effect size value of the ENTUSE variable was similar in the PISA 2009 and the PISA 2012 implementation, but the effect size value of the HOMSCH variable and the ICTHOME variable on mathematics achievement in PISA 2012 was lower than in PISA 2009. The ICTSCH and the USESCH variables at the school level had a large effect on mathematics achievement in two implementations of PISA 2009 and PISA 2012. The effect size value of the ICTSCH variable on mathematics achievement in PISA 2012 was higher than in PISA 2009. The effect size value of the ICTSCH variable, having a negative relationship with mathematics achievement in PISA 2012, was lower than in PISA 2009. In this study, the explained variance ratio of mathematics achievement by the school ICT variables level was greater than by the student ICT variables level.
Highlights
Today, the perspective of learning mathematics has been involved five standards which are related to conceptual understanding, problem solving, mathematical thinking and reasoning, communicating, making realistic plans for the future and applying these plans (National Council of Teachers of Mathematics-NCTM, 2000, 2014)
This research may contribute to the literature to clarify the impact of the level of access and usage of information and communication technologies (ICT) on mathematics achievement. (b) As far as we investigate, there is a dearth of studies in the literature on comparing the explained variance ratio in mathematics achievement caused by ICT variables in two different implementations of PISA
(HOMSCHij) + γ30 ∗ (ICTHOMEij) + u0j + rij Within the scope of the aim of the study, the results were obtained from Random Effects Model of One-Way Variance Model developed based on PISA 2009 mathematics achievement and PISA 2012 mathematics achievement to answer the first research question are given in Table 2
Summary
The perspective of learning mathematics has been involved five standards which are related to conceptual understanding, problem solving, mathematical thinking and reasoning, communicating, making realistic plans for the future and applying these plans (National Council of Teachers of Mathematics-NCTM, 2000, 2014). This viewpoint is consistent with PISA (Programme for International Student Assessment) mathematics literacy defined by OECD (Organization for Economic Cooperation and Development) (2013, 2017) as “using mathematical concepts, processes, and devices to define, explain and guess reasoning mathematically.” These information and communication technologies contribute to students to learn mathematical concepts to concrete
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