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To what extent are students' self-perceived ICT interest, competence and autonomy associated with achievement?

Information and communications technology (ICT) is now extensively used in educational settings and its use has increased since the onset of the pandemic. However, since the first use of computers in classrooms nearly 50 years ago, the evidence for the impact of ICT on student achievement has been c...

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Main Authors: Gill, C. M. H. D.*, Berezina, Elizaveta *
Format: Article
Published: ACM Digital Library 2022
Subjects:
BF Psychology
LB Theory and practice of education
Online Access:http://eprints.sunway.edu.my/3125/
https://dl.acm.org/doi/abs/10.1145/3551708.3556212
https://doi.org/10.1145/3551708.3556212
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spelling my.sunway.eprints.31252024-08-13T23:35:13Z http://eprints.sunway.edu.my/3125/ To what extent are students' self-perceived ICT interest, competence and autonomy associated with achievement? Gill, C. M. H. D.* Berezina, Elizaveta * BF Psychology LB Theory and practice of education Information and communications technology (ICT) is now extensively used in educational settings and its use has increased since the onset of the pandemic. However, since the first use of computers in classrooms nearly 50 years ago, the evidence for the impact of ICT on student achievement has been contradictory. Some researchers have suggested that access to high quality ICT, and familiarity and competence in the use of ICT are associated with higher student attainment, whereas others have contended the opposite. However, it has been suggested that positive attitudes to ICT may generalize to positivity toward disciplines taught using ICT. The present research empirically investigates the associations between student attainment, students’ access to ICT, use of ICT in schools, and students’ perceived interest, competence and autonomy in the use of ICT, using samples drawn from the PISA 2018 data for Hong Kong Special Administrative Region, Japan and Republic of Korea. Use of ICT at home and in school was found to be consistently negatively associated with student attainment, but access to ICT resources was positively associated with attainment in two of the three jurisdictions. Students’ perception of their own competence using ICT was negatively associated with attainment in Republic of Korea, but had no significant associations in the other territories. Self-reported interest in ICT and autonomous use of ICT were both positive associated with student achievement. This suggests that student perceptions of ICT may be more important than ICT itself in raising levels of student attainment. ACM Digital Library 2022-11-18 Article PeerReviewed Gill, C. M. H. D.* and Berezina, Elizaveta * (2022) To what extent are students' self-perceived ICT interest, competence and autonomy associated with achievement? ICEMT '22: Proceedings of the 6th International Conference on Education and Multimedia Technology. pp. 380-386. https://dl.acm.org/doi/abs/10.1145/3551708.3556212 https://doi.org/10.1145/3551708.3556212
institution Sunway University
building Sunway Campus Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Sunway University
content_source Sunway Institutional Repository
url_provider http://eprints.sunway.edu.my/
topic BF Psychology
LB Theory and practice of education
spellingShingle BF Psychology
LB Theory and practice of education
Gill, C. M. H. D.*
Berezina, Elizaveta *
To what extent are students' self-perceived ICT interest, competence and autonomy associated with achievement?
description Information and communications technology (ICT) is now extensively used in educational settings and its use has increased since the onset of the pandemic. However, since the first use of computers in classrooms nearly 50 years ago, the evidence for the impact of ICT on student achievement has been contradictory. Some researchers have suggested that access to high quality ICT, and familiarity and competence in the use of ICT are associated with higher student attainment, whereas others have contended the opposite. However, it has been suggested that positive attitudes to ICT may generalize to positivity toward disciplines taught using ICT. The present research empirically investigates the associations between student attainment, students’ access to ICT, use of ICT in schools, and students’ perceived interest, competence and autonomy in the use of ICT, using samples drawn from the PISA 2018 data for Hong Kong Special Administrative Region, Japan and Republic of Korea. Use of ICT at home and in school was found to be consistently negatively associated with student attainment, but access to ICT resources was positively associated with attainment in two of the three jurisdictions. Students’ perception of their own competence using ICT was negatively associated with attainment in Republic of Korea, but had no significant associations in the other territories. Self-reported interest in ICT and autonomous use of ICT were both positive associated with student achievement. This suggests that student perceptions of ICT may be more important than ICT itself in raising levels of student attainment.
format Article
author Gill, C. M. H. D.*
Berezina, Elizaveta *
author_facet Gill, C. M. H. D.*
Berezina, Elizaveta *
author_sort Gill, C. M. H. D.*
title To what extent are students' self-perceived ICT interest, competence and autonomy associated with achievement?
title_short To what extent are students' self-perceived ICT interest, competence and autonomy associated with achievement?
title_full To what extent are students' self-perceived ICT interest, competence and autonomy associated with achievement?
title_fullStr To what extent are students' self-perceived ICT interest, competence and autonomy associated with achievement?
title_full_unstemmed To what extent are students' self-perceived ICT interest, competence and autonomy associated with achievement?
title_sort to what extent are students' self-perceived ict interest, competence and autonomy associated with achievement?
publisher ACM Digital Library
publishDate 2022
url http://eprints.sunway.edu.my/3125/
https://dl.acm.org/doi/abs/10.1145/3551708.3556212
https://doi.org/10.1145/3551708.3556212
_version_ 1808975645586227200
score 13.211869

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