The DOI matches its Crossref record; 57 of the 57 references it cites were found in a registry or an index.
The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis
Abstract
Abstract This study conceptualized ICT as multi-level (country-, school-, and student-level) constructs and examined their relationships with student mathematics, reading, and scientific literacy. Three-level hierarchical linear models (HLM) were employed to analyse the Programme for International Student Assessment (PISA) 2015 data of 305,414 15-year-old students from 11,075 schools across 44 countries. The findings indicated that (i) national ICT skills had a more positive effect on student academic performance than did national ICT access and use; (ii) students ICT availability at school positively associated with student academic success, whereas student ICT availability at home negatively associated with student academic success; (iii) student ICT academic use negatively correlated with student performance, while ICT entertainment use positively correlated with student performance; and (v) student attitudes toward ICT demonstrated mixed effects on student academic success – specifically, student interest, competence, and autonomy in using ICT had positive correlations, while student enjoyment of social interaction around ICT had a negative correlation with student academic performance.
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Cited by
Fernández-Gutiérrez, M., Gimenez, G., & Calero, J. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103969 · Cited by 225
Everything in moderation: ICT and reading performance of Dutch 15-year-olds
Gubbels, J., Swart, N. M., & Groen, M. A. (2020) · Large-scale Assessments in Education · doi:10.1186/s40536-020-0079-0 · Cited by 100
Juhaňák, L., Zounek, J., Záleská, K., Bárta, O., & Vlčková, K. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103614 · Cited by 79
Samritin, S., Susanto, A., Manaf, A., & Hukom, J. (2023) · Jurnal Elemen · doi:10.29408/jel.v9i1.6141 · Cited by 14
“The availability of technology in the school environment also has a positive influence on academic performance (Hu et al., 2018).”
Background
Metadata
- Authors
- Hu, X., Gong, Y., Lai, C., & Leung, F. K. S.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2018-10
- Volume
- 125
- Pages
- 1-13
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2805081746
- Cited by
- 331
- References
- 57
- FWCI
- 49.94
- Type
- journal article
- Language
- en
- Open access
- closed
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- Hu, X., Gong, Y., Lai, C., & Leung, F. K. S. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers & Education. https://doi.org/10.1016/j.compedu.2018.05.021
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
