Identifying Turkish students’ profiles of using information and communication technologies and its relationship with their academic achievement: A latent class analysis approach

Q1 Social Sciences

E-Learning Pub Date : 2021-12-12 DOI:10.1177/20427530211060919

Ferit Karakoyun, Bülent Başaran

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引用次数: 1

Abstract

In this study, 15-year-old Turkish students’ profiles of using ICT at home and at school were identified, and the extent to which these profiles were associated with their academic achievement was determined. Moreover, the study investigated the effects of the students’ age of first usage of digital device and internet, their gender and their parents’ education level on the students’ ICT usage profiles. In the study, by using Latent Class Analysis, Program for International Student Assessment (PISA) 2018 Turkey data were analyzed (n = 6890). According to the findings obtained in the study, it was revealed that the students who used ICT resources at high level at home and at school constituted the smallest class (8% of the sample). The students whose mothers’ levels of education were high and those who were male had a higher probability of being a member of the high-level ICT user class. In addition, the students who started using their first digital devices and the Internet at later ages were less likely to be a member of the class using high-level ICT. Finally, the students in the high-level ICT user class had low mathematics, reading, and science achievement scores.

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识别土耳其学生使用信息和通信技术的情况及其与学业成绩的关系：一种潜在的课堂分析方法

在这项研究中，确定了15岁的土耳其学生在家庭和学校使用信息通信技术的概况，并确定了这些概况与他们的学业成绩的关联程度。此外，研究还探讨了学生首次使用数码设备和互联网的年龄、性别和父母的受教育程度对学生信息通信技术使用情况的影响。在这项研究中，通过使用潜在类别分析，分析了2018年国际学生评估项目(PISA)土耳其的数据(n = 6890)。根据研究结果，在家庭和学校使用高水平ICT资源的学生构成了最小的班级(占样本的8%)。母亲受教育程度高的学生和男性学生成为高水平信息通信技术用户班级成员的可能性更高。此外，较晚开始使用第一批数字设备和互联网的学生不太可能成为使用高水平ICT的班级成员。最后，高水平ICT使用者班学生的数学、阅读和科学成就得分较低。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.