A canonical correlation analysis of the influence of access to and use of ICT on secondary school students’ academic performance
Keywords:
use of ICT, access to ICT, canonical correlation, academic achievement, academic motivation
Abstract
This study was conducted to examine the influence of access to and use of information and communication technology (ICT) on academic achievement and motivation. Data were collected from 300 students (12- to 16-year-old; 160 boys) from Sanandaj, Iran. The ICT Familiarity Questionnaire was used to assess the level of students’ access to and use of ICT at school and outside of school. Students’ Grade Point Average was considered as an indicator of academic achievement and their scores of Academic Motivation Scale as a measure of academic motivation. The findings revealed that students had more access to and use of ICT at home than school. The majority of participants reported that they used digital devices for the first time when they were between 7 and 10 years old. The students spent more time using the Internet outside of school during weekdays. They used digital devices more frequently for general than academic activities. The canonical analysis indicated that ICT-related factors are significantly correlated with academic performance. However, students’ access to and use of ICT at school was the most influential factors affecting academic achievement. Furthermore, access to ICT at school and using digital devices at an earlier age were the most contributing factors correlated with academic motivation.
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References
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Barakabitze, A. A., et al., (2019) ‘Transforming African education systems in science, technology, engineering, and mathematics (STEM) using ICTs: Challenges and opportunities’, Education Research International, vol. 2019, pp. 1–29. doi: 10.1155/2019/6946809
Conrads, J., et al., (2017) Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies, Publications Office of the European Union, [online] Available at: https://publications.jrc.ec.europa.eu/repository/handle/JRC109311
Demir, I. & Kiliç, S. (2009) ‘Effects of computer use on students’ mathematics achievement in Turkey’, Procedia-Social and Behavioral Sciences, vol. 1, no. 1, pp. 1802–1804. doi: 10.1016/j.sbspro.2009.01.319
Dolan, J. E. (2016) ‘Splicing the divide: A review of research on the evolving digital divide among K–12 students’, Journal of Research on Technology in Education, vol. 48, no. 1, pp. 16–37. doi: 10.1080/15391523.2015.1103147
Eguavoen, E. O. (2016) ‘ICT utilization as correlates of academic performance among students with visual impairment in Lagos state, Nigeria’, European Scientific Journal, vol. 12, no. 13, pp. 205–224. doi: 10.19044/esj.2016.v12n13p205
Fairlie, R. W. & Kalil, A. (2017) ‘The effects of computers on children’s social development and school participation: evidence from a randomized control experiment’, Economics of Education Review, vol. 57, pp. 10–19. doi: 10.1016/j.econedurev.2017.01.001
Fidalgo-Neto, A. A., et al., (2009) ‘The use of computers in Brazilian primary and secondary schools’, Computers & Education, vol. 53, no. 3, pp. 677–685. https://doi.org/10.1016/j.compedu.2009.04.005
Fraillon, J., et al., (2014) Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study International Report, Springer Nature, p. 308, [online] Available at: https://link.springer.com/content/pdf/10.1007%2F978-3-319-14222-7.pdf
Fraillon, J., et al., (2020) Preparing for Life in a Digital World: IEA International Computer and Information Literacy Study 2018 International Report, Springer Nature, p. 297, [online] Available at: https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf
Hattie, J. (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, Routledge, [online] Available at: https://apprendre.auf.org/wp-content/opera/13-BF-References-et-biblio-RPT-2014/Visible%20Learning_A%20synthesis%20or%20over%20800%20Meta-analyses%20Relating%20to%20Achievement_Hattie%20J%202009%20…pdf
Iran’s Ministry of Education (2014) National Education for All Report, 2000–2015: Islamic Republic of Iran, UNESCO, [online] Available at: https://unesdoc.unesco.org/ark:/48223/pf0000229715
James, R. K., et al., (2000) ‘Integrating science, mathematics, and technology in middle school technology-rich environments: a study of implementation and change’, School Science and Mathematics, vol. 100, no. 1, pp. 27–35. doi: 10.1111/j.1949-8594.2000.tb17317.x
Juhaňák, L., et al., (2019) ‘The relationship between the age at first computer use and students’ perceived competence and autonomy in ICT usage: a mediation analysis’, Computers & Education, vol. 141, p. 103614. doi: 10.1016/j.compedu.2019.103614
Kousha, K. & Abdoli, M. (2004) Iran’s National ICT Education Plan: An Overview of the Possibilities, Problems and the Programs. Paper presented at World Library and Information Congress: 70th IFLA General Conference and Council, 22-27 August 2004, Buenos Aires, Argentina, [online] Available at: https://origin-archive.ifla.org/IV/ifla70/papers/084e-Kousha_Abdoli.pdf
Kubiatko, M. & Vlckova, K. (2010) ‘The relationship between ICT use and science knowledge for Czech students: a secondary analysis of PISA 2006’, International Journal of Science and Mathematics Education, vol. 8, no. 3, pp. 523–543. doi: 10.1007/s10763-010-9195-6
Liu, X., Toki, E. I. & Pange, J. (2014) ‘The use of ICT in preschool education in Greece and China: a comparative study’, Procedia-Social and Behavioral Sciences, vol. 112, pp. 1167–1176. doi: 10.1016/j.sbspro.2014.01.1281
Mahboudi, H. R., Farrokhi, F. & Ansarin, A. A. (2017) ‘A review on application of computers in education inside and outside of Iran’, Advances in Language and Literary Studies, vol. 8, no. 4, pp. 29–42, [online] Available at: http://www.journals.aiac.org.au/index.php/alls/article/viewFile/3700/2961
Mbugua, S. N., Kiboss, J. & Tanui, E. (2015) ‘Influence of integration of information communication technology in teaching on students’ academic performance’, Journal of Education and Practice, vol. 6, no. 24, pp. 7–13, [online] Available at: http://ir-library.mmarau.ac.ke:8080/xmlui/bitstream/handle/123456789/4486/EJ1078808.pdf?sequence=1&isAllowed=y
Navarro-Martinez, O. & Peña Acuña, B. (2022) ‘Technology usage and academic performance in the Pisa 2018 report’, Journal of New Approaches in Educational Research, vol. 11, no. 1, pp. 130–145. doi: 10.7821/naer.2022.1.735
Nouri, A., et al., (2021) ‘The impact of demographic factors on the use of ICT by high school students’, Journal of Curriculum Studies, vol. 16, no. 61, pp. 93–128. https://dorl.net/dor/20.1001.1.17354986.1400.16.61.4.7
OECD (2015) Students, Computer and Learning: Making the Connection, OECD Publishing, Paris, [online] Available at: https://read.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-en#page1
OECD (2019) PISA 2021 ICT Framework, OECD Publishing, Paris, [online] Available at: https://www.oecd.org/pisa/sitedocument/PISA-2021-ICT-framework.pdf
Passey, D., et al., (2004) The Motivational Effect of ICT on Pupils: A Department for Education and Skills Research Project 4RP/2002/050-3.
Pedhazur, E. J. (1997) Multiple Regression in Behavioral Research, 3rd edn, Harcourt Brace, Orlando, FL.
Qablan, A. M., Abuloum, A. & Al-Ruz, J. A. (2009) ‘Effective integration of ICT in Jordanian schools: an analysis of pedagogical and contextual impediments in the science classroom’, Journal of Science Education and Technology, vol. 18, no. 3, pp. 291–300. doi: 10.1007/s10956-009-9151-9
Rowell, L. & Hong, E. (2018) ‘Academic motivation: concepts, strategies, and counseling approaches’, Professional School Counseling, vol. 16, no. 3, pp. 158–171. doi: 10.1177/2156759X1701600301
Rubagiza, J., Were, E. & Sutherland, R. (2011) ‘Introducing ICT into schools in Rwanda: educational challenges and opportunities’, International Journal of Educational Development, vol. 31, no. 1, pp. 37–43. doi: 10.1016/j.ijedudev.2010.06.004
Sherry, A. & Henson, R. K. (2005) ‘Conducting and interpreting canonical correlation analysis in personality research: a user-friendly primer’, Journal of Personality Assessment, vol. 84, no. 1, pp. 37–48. doi: 10.1207/s15327752jpa8401_09
Skarin, T. (2008) Effective Use of ICT in Schools. Analysis of International Research. Report, Swedish National Agency for School Improvement, Stockholm, [online] Available at: https://www.skolverket.se/download/18.6bfaca41169863e6a654128/1553957321459/pdf1971.pdf
UIS (UNESCO Institute for Statistics) (2014) Information and communication technology (ICT) in education in Asia: A comparative analysis of ICT integration and e-readiness in schools across Asia, UIS, Montreal. doi: 10.15220/978-92-9189-148-1-en
Weaver, G. C. (2000) ‘An examination of the National Educational Longitudinal Study (NELS: 88) database to probe the correlation between computer use in school and improvement in test scores’, Journal of Science Education and Technology, vol. 9, no. 2, pp. 121–133. doi: 10.1023/A:1009457603800
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 and Technology Education, vol. 12, no. 9, pp. 2431–2449. doi: 10.12973/eurasia.2016.1297a
Published
2022-09-20
How to Cite
Nouri A., Zandi T., & Etemadizade H. (2022). A canonical correlation analysis of the influence of access to and use of ICT on secondary school students’ academic performance. Research in Learning Technology, 30. https://doi.org/10.25304/rlt.v30.2679
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