How does the ICT Access and Usage Influence Student Achievement in PISA 2009 and 2012?

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dc.authoridYurttas Kumlu, Gulfem Dilek/0000-0003-4741-2654
dc.authoridDOGAN, NURI/0000-0001-6274-2016
dc.contributor.authorYurttas Kumlu, Gulfem Dilek
dc.contributor.authorDogan, Nuri
dc.date.accessioned2025-03-23T19:27:28Z
dc.date.available2025-03-23T19:27:28Z
dc.date.issued2020
dc.departmentSinop Üniversitesi
dc.description.abstractThe purpose of this study is to investigate the effects of access and usage of information and communication technologies (ICT) on Turkish students' mathematics achievement implemented in PISA 2009 and PISA 2012. A correlational research model was used in this study. In this study, the data which were obtained from the PISA 2009 and PISA 2012 mathematics achievement tests and from the information and communications technologies familiarity questionnaire (ICTFQ) in Turkey were used. In this study, three student level variables and two school variables of ICTFQ which are common indexes both in PISA 2009 and PISA 2012 were selected to compare the effect of ICT variables on PISA mathematics achievement implemented in different years. Two-level Hierarchical Linear Modeling (HLM) analysis was performed in the analysis of the data. As a result, the student level variables had a small or a trivial effect on mathematics achievement. The effect size value of the ENTUSE variable was similar in the PISA 2009 and the PISA 2012 implementation, but the effect size value of the HOMSCH variable and the ICTHOME variable on mathematics achievement in PISA 2012 was lower than in PISA 2009. The ICTSCH and the USESCH variables at the school level had a large effect on mathematics achievement in two implementations of PISA 2009 and PISA 2012. The effect size value of the ICTSCH variable on mathematics achievement in PISA 2012 was higher than in PISA 2009. The effect size value of the ICTSCH variable, having a negative relationship with mathematics achievement in PISA 2012, was lower than in PISA 2009. In this study, the explained variance ratio of mathematics achievement by the school ICT variables level was greater than by the student ICT variables level.
dc.identifier.doi10.21031/epod.581379
dc.identifier.endpage242
dc.identifier.issn1309-6575
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85112217589
dc.identifier.scopusqualityN/A
dc.identifier.startpage219
dc.identifier.trdizinid426784
dc.identifier.urihttps://doi.org/10.21031/epod.581379
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/426784
dc.identifier.urihttps://hdl.handle.net/11486/4905
dc.identifier.volume11
dc.identifier.wosWOS:000575924300001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherAssoc Measurement & Evaluation Education & Psychology
dc.relation.ispartofJournal of Measurement and Evaluation in Education and Psychology-Epod
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250323
dc.subjectInformation and Communication Technologies (ICT)
dc.subjectmathematics achievement
dc.subjectPISA 2009
dc.subjectPISA 2012
dc.subjecttwo-level hierarchical linear models
dc.titleHow does the ICT Access and Usage Influence Student Achievement in PISA 2009 and 2012?
dc.typeArticle

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