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Yıl 2022, Cilt: 7 Sayı: 2, 127 - 140, 06.07.2022

Ramazan Atasoy Ömür Çoban Murat Yatağan

https://doi.org/10.53850/joltida.945869
Cited By: 2

Öz

Kaynakça

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Effect of ICT Use, Parental Support and Student Hindering on Science Achievement: Evidence from PISA 2018

Yıl 2022, Cilt: 7 Sayı: 2, 127 - 140, 06.07.2022

Ramazan Atasoy Ömür Çoban Murat Yatağan

https://doi.org/10.53850/joltida.945869
Cited By: 2

Öz

We aimed to examine the effect of ICT use, parental support and student hindering on science achievement in Turkey, USA and South Korea with using PISA 2018 data. PISA is one of the biggest international assessment study aiming comparison of students’ academic capabilities in science, mathematics and reading among participant countries. For this purpose, we classified variables related to student -ICT use out of school for leisure, ICT use in classroom, perceived family support, students’ hindering behaviors, gender and ESCS on student achievement- as (i) student level and (ii) school level. Approximately 710.000 students representing nearly 32 million students from 79 participating countries completed the PISA 2018 assessment in all over the world. Number of participants were 6890 in 186 schools for Turkey, 4838 in 164 schools for USA and 6650 in 188 schools for South Korea. We used a two-level hierarchical linear model (HLM) to determine the effect of parents’ emotional support, student hindering behavior, ICT use in classroom and ICT use out of school for leisure on science achievement. Two students’ background variables (gender and economic, social and cultural status) were controlled for student levels. Two level HLM results indicated that gender of the students has a significant effect on science achievement in Turkey but no significant effect in USA and South Korea. Additionally, family socio-economic status had a significant positive effect on students’ science achievement in all three counties. We also found that in all three countries, family support had a positive influence on science achievement. Results indicated that student-hindering behavior had a negative effect on science achievement for all three countries. In USA, an increase in ICT usage had a very strong negative effect on science achievement. On the contrary, ICT usage out of school for leisure had a positive effect on science achievement in Turkey. There was no significant effect in South Korea.

Anahtar Kelimeler

ICT use in classroom ICT use out of school for leisure parental support student hindering science achievement PISA 2018

Kaynakça

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  • Barutçu Yıldırım F., & Demir A. (2019). Self-handicapping among university students: The role of procrastination. test anxiety. self-esteem. and self-compassion. Psychological Reports. https://doi.org/10.1177/0033294118825099.
  • Brighouse H., Ladd H., Loeb S., & Swift A. (2015). Educational goods and values: A framework for decision makers. Theory and Research in Education, 14(1), 3–25.
  • Bruniges M. (2003). Developing performance indicators for ICT use in education: Australia's experience. http://www2.unescobkk.org/education/ict/v2/info.asp?id=13249
  • Bryk A. S., Sebring P. B., & Allensworth E. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago: University of Chicago Press. https://doi.org/10.7208/chicago/9780226078014.001.0001.
  • Boonk L., Gijselaers H. J., Ritzen H., & Brand-Gruwel S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30. https://doi.org/10.1016/j.edurev.2018.02.001
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  • Chen J. J. L. (2008). Grade-level differences: Relations of parental teacher and peer support to academic engagement and achievement among Hong Kong students. School Psychology International, 29(2), 183-198. https://doi.org/10.1177/0143034308090059
  • Cheung. A. C. K., & Slavin R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.001
  • Chinn M. D., & Fairlie R. W. (2010). ICT use in the developing world: an analysis of differences in computer and internet penetration. Review of International Economics, 18(1), 153-167. https://doi.org/10.1111/j.1467-9396.2009.00861.x
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Toplam 99 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Ramazan Atasoy 0000-0002-9198-074X

Ömür Çoban 0000-0002-4702-4152

Murat Yatağan 0000-0002-2012-2887

Yayımlanma Tarihi 6 Temmuz 2022
Gönderilme Tarihi 31 Mayıs 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 2

Kaynak Göster

APA Atasoy, R., Çoban, Ö., & Yatağan, M. (2022). Effect of ICT Use, Parental Support and Student Hindering on Science Achievement: Evidence from PISA 2018. Journal of Learning and Teaching in Digital Age, 7(2), 127-140. https://doi.org/10.53850/joltida.945869

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 Kapak Resmi İndir

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. Tüm hakları saklıdır, 2023. ISSN:2458-8350