Abstract
This study aims to assess the mathematics literacy levels of 15-year-old students participating in the PISA-2022 test, considering the impacts of the frequency of digital device usage, and the influence of printed and digital learning resources in the educational context across Estonia, Finland, China (Hong Kong), Croatia, and Turkey during COVID-19 pandemic. Utilizing a correlational survey research design, data were sourced from the PISA-2022 dataset, with the sample drawn from the specified target population encompassing students in the selected countries. The analysis involved one-way analysis of variance (ANOVA) and multiple linear regression modeling. Across all countries examined, students using personal laptops, desktop computers, or tablets demonstrated higher levels of mathematical literacy compared to those utilizing other digital tools, except in Turkey where students employing their smartphones exhibited superior mathematical literacy. Furthermore, findings indicated a positive association between live lessons delivered by teachers at school through video communication platforms (e.g., EBA, Zoom™, Skype™) and mathematics literacy levels in all countries.
Published Version
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