A scoping review of the relationship between students’ ICT and performance in mathematics and science in the PISA data

This scoping literature review examines the relationship between ICT and performance scores in mathematics and science for students around the world included in the PISA assessment. In this review we examined 25 publications and showed that the relationship between ICT and academic achievement is no...

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Vydáno v:Social psychology of education Ročník 23; číslo 6; s. 1449 - 1481
Hlavní autoři: Odell, Bryce, Cutumisu, Maria, Gierl, Mark
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer Netherlands 01.12.2020
Springer
Springer Nature B.V
Témata:
Academic Achievement
Academic Standards
Achievement Tests
Classrooms
Competence
Computers
Developed Nations
Education
Educational Assessment
Educational evaluation
Educational Psychology
Educational Quality
Educational Technology
Familiarity
Foreign Countries
Influence of Technology
Information Technology
International Assessment
Literature Reviews
Mathematics Achievement
Mathematics education
Personal Autonomy
Personality and Social Psychology
Predictor Variables
Psychological Needs
Questionnaires
Science Achievement
Science education
Science Instruction
Scores
Secondary School Students
Self Determination
Self Motivation
Sociology of Education
Student Evaluation
Student Interests
Student Surveys
Students
Systematic review
Technology Uses in Education
Science
PISA
Mathematics
ICT
Review
Technology
ISSN:1381-2890, 1573-1928
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Shrnutí:This scoping literature review examines the relationship between ICT and performance scores in mathematics and science for students around the world included in the PISA assessment. In this review we examined 25 publications and showed that the relationship between ICT and academic achievement is not consistent. The different types of ICT revealed different relationships with performance, depending on the subject and country of the students being examined. Although there is a lack of overall consensus, it seems that moderate use, rather than high or no use of ICT, can positively predict academic scores. Although autonomy, interest, and use of ICT as a topic in conversations have been less scrutinized by researchers, they seem to positively predict both mathematics and science scores in 15-year-old students. Implications, limitations, and recommendations are discussed.
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ISSN:1381-2890
1573-1928
DOI:10.1007/s11218-020-09591-x