Abstract
With fast-growing technology, schools have to adapt and use technology constantly as a tool to grow. This study aims to understand the influence of computer factors on students' academic achievement. We propose a model on the influence of computer attitudes, computer learning environments, computer learning motivations, computer confidence, computer use, computer self-efficacy, loneliness, mothers' education, parents' marital status and family size on academic achievement (AA). To validate the conceptual model, 286 students aged 16–18 years old answered an online questionnaire. The most important drivers that positively affect AA are computer use, employment motivations, and mothers' education. While enjoyment attitudes, school environment, interest motivations, and loneliness influence AA negatively. Also, family size and computer self-efficacy work as moderators, and computer use works as a mediator between computer learning environments and academic achievement.
Highlights
Countries are constantly facing everchanging economic challenges and social transformations due to globalisation and technology development
We found that marital status does not have any effect on academic achievement, but mothers' education has a positive impact on students' achievement, reinforcing the literature (Abosede & Akintola, 2016)
This study proposes a theoretical model on the influence of several computer factors on the academic achievement of high school students
Summary
Countries are constantly facing everchanging economic challenges and social transformations due to globalisation and technology development Education helps overcome these challenges by developing knowledge and high skills, allowing better opportunities and faster economic progression (OECD, 2019). The COVID-19 pandemic (meaning "CO" - corona; "VI" – virus; "D" – disease; "19" - "2019") started in December 2019 in Wuhan, a province of China. It is caused by a highly contagious virus that has already claimed millions of lives worldwide (Roy et al, 2020). The virus forced schools to close, and since classes had to continue, teachers and students had to adapt, resorting to virtual classes (Ng & Peggy, 2020). It impacted academic life in yet unknown dimensions (Rajkumar, 2020)
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