Investigating the relationship between students' reading performance, attitudes toward ICT, and economic ability

Abstract

This study explores the relationship between attitudes toward ICT and reading performance in the educational context. The mediating role of attitudes toward ICT on student economic ability and reading performance was also examined. Data was collected using stratified random sampling from 240 students in senior high school and 330 undergraduate students in teacher training and education program using an online platform (eDia) and paper-based. Partial least square structural equation modeling (PLS-SEM) was used for data analysis. The joint-two stage approach was applied to perform the second-order construct in path analysis. The measurement model confirms that all the instruments used in this study are valid and reliable. The structural model showed that three out of four hypotheses were empirically supported. Attitudes toward ICT have a significant effect on Reading performance. The direct effect from student economic ability to attitudes toward ICT was positively significant. We found that attitudes toward ICT positively mediate the relationship between student economic ability and reading performance for mediation analysis. The student economic ability does not affect the student reading performance. Limitations and future directions were also discussed as well.