Abstract:

Information and communication technology (ICT) has a significant role in successful teaching and learning in any field. ICT integration in education has received significant attention in educational system reforms, which emphasized it as an essential component in improving the learning process. Educational organizations have been particularly concerned about how ICT use would affect students' academic achievement (Alhusein, 2021). Due to the pervasiveness of ICT in our digital world, current study has concentrated on the relationships between Information and Communication Technology (ICT) and students’ science performance in PISA 2018 in Türkiye. This study analyzed PISA 2018 data (Türkiye, n=6890, 186 schools) in order to evaluate the effect of ICT use on students' science performance through employing structural equation modeling (SEM) while accounting for the socioeconomic situation of the students.

Findings disclosed that:
(i) ICT use outside school and in school was revealed to be statistically significantly related to science achievement;
(ii) the present study also found a statistically significant correlation between students' attitudes toward ICT and science achievement.

This research can increase theoretical understanding of technology, learning, and cultural context as well as actual applications of ICT in science classes that take into account the differences between ICT effects.

Keywords:

Confirmatory factor analysis, ICT, science achievement, PISA, structural equation modeling (SEM).