Araştırma Makalesi
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Yıl 2020, Cilt: 11 Sayı: 3, 219 - 242, 27.09.2020
https://doi.org/10.21031/epod.581379

Öz

Kaynakça

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

Yıl 2020, Cilt: 11 Sayı: 3, 219 - 242, 27.09.2020
https://doi.org/10.21031/epod.581379

Öz

The 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.

Kaynakça

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  • Kayaduman, H., Sırakaya, M., & Seferoğlu, S. S. (2011, Şubat). Eğitimde FATİH projesinin öğretmenlerin yeterlik durumları açısından incelenmesi. XIII. Akademik Bilişim Konferansı- XIII. Conference of Academic Informatics, Malatya, Türkiye.
  • Kim, H. S., Kil, H. J., & Shin, A. (2014). An analysis of variables affecting the ICT literacy level of Korean elementary school students. Computers & Education, 77, 29-38. doi: 10.1016/j.compedu.2014.04.009
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  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics
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  • OECD.Stat (2018). Student-teacher ratio and average class size. Retrieved from: https://stats.oecd.org/Index.aspx?DataSetCode=EAG_PERS_RATIO#.
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  • Organisation for Economic Co-operation and Development. (2014b). PISA 2012 technical report. Paris: OECD Publishing. Retrieved from https://www.oecd.org/pisa/pisaproducts/PISA-2012-technical-report-final.pdf
  • Organisation for Economic Co-operation and Development. (2014c). Scaling procedures and construct validation of context questionnaire data. Paris: OECD Publishing. Retrieved from https://www.oecd.org/pisa/pisaproducts/PISA%202012%20Technical%20Report_Chapter%2016.pdf
  • Organisation for Economic Co-operation and Development. (2017). PISA 2015 assessment and analytical framework. Science, reading, mathematic, financial literacy and collaborative problem solving, revised edition. Paris: OECD Publishing. doi: 10.1787/9789264281820-en
  • Organisation for Economic Co-operation and Development. (2018a). PISA database. Retrieved from http://www.oecd.org/pisa/data/pisa2009database-downloadabledata.htm
  • Organisation for Economic Co-operation and Development. (2018b). PISA database. Retrieved from http://www.oecd.org/pisa/data/pisa2012database-downloadabledata.htm
  • Özer, Y., & Anıl, D. (2011). Öğrencilerin fen ve matematik başarılarını etkileyen faktörlerin yapısal eşitlik modeli ile incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi- H. U. Journal of Education, (41), 313-324. http://www.efdergi.hacettepe.edu.tr/shw_artcl-702.html adresinden edinilmiştir.
  • Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B., & Ayas, C. (2013). Öğretmen ve öğrenci bakış açısıyla tablet pc ve etkileşimli tahta kullanımı: FATİH projesi değerlendirmesi. Kuram ve Uygulamada Eğitim Bilimleri - Educational Sciences: Theory & Practice, 13(3), 1799-1822.
  • Pandolfini, V. (2016). Exploring the impact of ICTs in education: Controversies and challenges. Italian Journal of Sociology of Education, 8(2), 28-53. doi: 10.14658/pupj-ijse-2016-2-3
  • Petko, D., Cantieni, A., & Prasse, D. (2017). Perceived quality of educational technology matters: A secondary analysis of students’ ICT use, ICT-related attitudes, and PISA 2012 test scores. Journal of Educational Computing Research, 54(8), 1070-1091. doi: 10.1177/0735633116649373
  • Raudenbush, S. W., & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods (2nd edition). London: Sage.
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  • Scheuermann, F., & Pedró, F. (Eds.). (2009). Assessing the effects of ICT in education: Indicators, criteria and benchmarks for international comparisons. Luxembourg: Publications Office of the European Union.
  • Seferoğlu, S. S. (2015). Okullarda teknoloji kullanımı ve uygulamalar: Gözlemler, sorunlar ve çözüm önerileri. Artı Eğitim, 123, 90-91. http://www.egitimtercihi.com/okulgazetesi/17207-okullarda-teknoloji-kullan-m-ve-uygulamalar.html adresinden edinilmiştir.
  • Shaikh, Z., A., & Khoja, S. A. (2011). Role of ICT in shaping the future of Pakistani higher education system. The Turkish Online Journal of Educational Technology, 10(1), 149-161.
  • Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and usage influence student achievement in reading, mathematics, and science? Computers & Education, 85, 49-58. doi: 10.1016/j.compedu.2015.02.004
  • Subrahmanyam, K., Greenfield, P., Kraut, R., & Gross, E. (2001). The impact of computer use on children’s and adolescents’ development. Journal of Applied Developmental Psychology, 22(1), 7-30. doi: 10.1016/S0193-3973(00)00063-0
  • Sutherland, R., Robertson, S., & John, P. (2009). Improving classroom learning with ICT. London: Routledge.
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  • Zengin, Y., Kağızmanlı, T. B., Tatar, E., & İşleyen, T. (2013). Bilgisayar destekli matematik öğretimi dersinde dinamik matematik yazılımının kullanımı. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(23), 167-180. http://dergipark.org.tr/tr/pub/mkusbed/issue/19550/208256 adresinden edinilmiştir.
  • Zhang, D., & Liu, L. (2016). How does ICT use influence students’ achievements in math and science over time? Evidence from PISA 2000 to 2012. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2431-2449. doi: 10.12973/eurasia.2016.1297a
  • Ziya, E., Doğan, N., & Kelecioğlu, H. (2010). What is the predict level of which computer using skills measured in PISA for achievement in math. The Turkish Online Journal of Educational Technology, 9(4), 185-191. Retrieved from https://files.eric.ed.gov/fulltext/EJ908084.pdf
Toplam 85 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Gülfem Dilek Yurttaş Kumlu 0000-0003-4741-2654

Nuri Doğan 0000-0001-6274-2016

Yayımlanma Tarihi 27 Eylül 2020
Kabul Tarihi 21 Şubat 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 11 Sayı: 3

Kaynak Göster

APA Yurttaş Kumlu, G. D., & Doğan, N. (2020). How does the ICT Access and Usage Influence Student Achievement in PISA 2009 and 2012?. Journal of Measurement and Evaluation in Education and Psychology, 11(3), 219-242. https://doi.org/10.21031/epod.581379