The Influence of Information and Communication Technology (ICT) on Chinese and Korean Students' Math Achievement in PISA 2015
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With the rapid growth of Information and Communication Technology (ICT), many researchers focus on exploring students’ ICT use and its effect on their achievement. However, the results are inconclusive that some of them showed the positive effect of ICT, but others support its negative impact on students’ learning outcomes. Thus, current study aims to examine few questions: 1) the direct impact of students’ ICT use (at school, outside school for schoolwork, and outside school for leisure) on their math achievement in PISA2015; 2) the indirect impact of students’ ICT use on math achievement through their ICT competence level; 3) whether the impacts differ between B-S-J-G (China) and Korea. Also, gender difference in ICT use and student’s math achievement is tested too. The results show both ICT use at school and ICT use outside school for leisure has negative impacts on students’ math achievement, and positive indirect impact via ICT competence level in B-S-J-G (China) and Korea. Similarly, in B-S-J-G (China), ICT use outside school for schoolwork has a negative effect on math achievement, and a positive indirect effect via competence level. But ICT use outside school for schoolwork has no significant impact on students’ math achievement score, but a positive indirect effect via competence level. The consistent positive mediation effect of ICT competence emphasizes the importance of processing competence-based education for students’ lifelong success.