INFORMATION AND COMMUNICATION TECHNOLOGY AND CROSS-NATIONAL ANALYSIS OF EDUCATIONAL PERFORMANCE

C. Sofianopoulou, V. Bountziouka

Harokopio University (GREECE)
Introduction: The development of skills in Information and Communication Technology (ICT) implementation is highly prioritised in all the developed countries and is moreover, a part of the educational aims, adopted by official bodies. International researches reveal that the PC availability and implementation, both in school and at home, is consistently related to the performance and a more efficient educational training throughout the school years.

Methods: The OECD Programme for International Student Assessment (PISA) 2009 data were used to answer the research hypothesis. Among the participating OECD member countries and partner countries, five countries that better reflect Eastern region (i.e., Greece, Israel, Jordan, Qatar and Turkey; n=31290, 15.8±0.29, 49% boys) were selected to assess whether adherence to ICT affect the students’ performance in reading in each country. Students’ were asked to answer a computer familiarity questionnaire focusing on the availability and use of Information and Communications Technology (ICT). Linear regression models, gender and home possessions adjusted, were used to evaluate the extent at which ICT activities can affect students’ reading performance.

Results: Mean reading performance was differ among the selected countries (p<0.0001), with Greece having the higher performance (483±4.3) followed by Israel (474±3.6), Turkey (464±3.5), Jordan (405±3.3) and Qatar (372±0.76). According to the results of linear regression, ICT home availability was positively associated with mean reading performance in Greece, Israel and Qatar (b±se: 0.77±0.32, 6.4±0.40 and 14±1.2, respectively) and negatively associated with mean reading performance in Turkey (-7.0±0.09). Regarding Turkey, ICT home availability seemed to contribute the most in mean reading performance (t-test=-75, p<0.0001) as compared to other countries. This pattern seems to be quite different regarding ICT school availability, as in all countries it was found to be negatively associated with mean reading performance. ICT school availability seemed to contribute the most in mean reading performance of Israel (t-test=-46, p<0.0001) as compared to other countries.

Conclusion: The data analysis has indicated interesting facts and differentiations with regards to the correlation of performance and ICT implementation and availability, in five Eastern countries, all with different cultural backgrounds.