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The Relationship between Information and Communication Technology and Academic Achievement in Mathematics and Science in PISA 2015
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- Author / Creator
- Odell, Bryce T
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Information and Communication Technology (ICT) is present in many classrooms around the world but its effect on student learning is not fully understood. This research investigates the relationship of ICT with the mathematics and science scales for 15-year-old students in 47 countries that participated in PISA 2015. First, a scoping literature review was conducted to ascertain which ICT factors supported or hindered mathematics and science achievement. Second, two main research questions were posed to explore the impact of students’ countries on the relationships between ICT and academic achievement in mathematics and science: (1) To what extent does ICT help or hinder students’ mathematics and science learning in Bulgaria and Finland, respectively, two countries with different ICT profiles, when controlling for students’ socio-economic status? and (2) Are the ICT, science, and mathematics variables measurement invariant across the countries participating in the PISA ICT questionnaire? The first question was answered using structural equation modelling for both sample countries. The second question was answered using the Alignment method on 48 participating countries. Results indicated that (1) students’ use and availability of ICT were negatively associated with mathematics and science scores, whereas their level of comfort in ICT was positively associated with academic scores; and (2) mathematics and science scales were measurement invariant across all countries, whereas the ICT scales were not. This research makes the following contributions: (1) it shows that comfort and confidence in ICT use is a more critical predictor of academic achievement than use and availability of ICT; (2) it reveals that cultural differences between countries limit the comparison of ICT scales for large groups; (3) it indicates that mathematics and science plausible values are comparable across many countries simultaneously; and (4) it presents the results of a scoping review of the association of ICT with mathematics and science scores in the PISA data.
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- Graduation date
- Spring 2020
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- Type of Item
- Thesis
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- Degree
- Master of Education
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- License
- Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.