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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Table 4: The impacts of ICT on mathematics achievements at high schools Fixed effects Basic model Research model 1 Research model 2 Initial value 49.96 (1.74) * 50.08 (1.56) * 52.10 (1.05) * Student level ICT ICT Use Frequency ICT Literacy Information collection -1.18 (0.26) * -0.33 (0.42) Information processing 0.76 (0.13) * 0.30 (0.22) Information communication -2.58 (0.26) * -2.10 (0.40) * Information collection -0.06 (0.22) 0.19 (0.44) Information processing 0.40 (0.13) * 0.04 (0.21) Information communication 1.74 (0.40) * 1.03 (0.73) Student (Student background) EBS viewing hours -0.99 (0.25) * Gender (Girl 2.11 (1.43) Parent education level 1.06 (0.24) * Private tutoring expenditure 2.38 (0.93) * Parent education support Student (Student process) -0.11 (0.13) Learning attitude 1.33 (0.17) * Hourly average study time 0.49 (0.14) * Self-directed learning attitude 0.24 (0.10) * School (ICT Use) Online teaching-learning support system use -1.27 (0.78) 0.04 (0.50) Computer Internet use School (School background) 0.66 (0.78) -0.36 (0.33) EBS use -0.99 (0.92) Average teacher education level 3.53 (1.75) * Average family income 23.20 (4.10) * School(School process) Teaching improvement efforts 0.58 (0.36) * Principals leadership 0.23 (0.41) Teachers creative teaching efforts Random effect(Per.) -0.24 (0.80) Student level 489.7 (66.44) 471.03 (69.96) 393.09 (92.06) 8 School level Additional explanation per.(%) 247.4 (33.56) 1 202.25 (30.04) 33.90 (7.94) Student level 3.83 16.55 School level * p
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 school level than did the basic model. At the middle school level, the basic model analysis results showed that the student level variance accounted for 88.77% and a school-level variance accounted for 11.23%. As shown in Table 3, when the ICT use variables were taken into account, research model 2 explained 5.38 % more variance at the student-level than did the basic model. Research Model 2 explained 10.56% more at the school-level than did the basic model. Finally, as shown in Table 4 for high schools, the basic model analysis results showed that a student-level variance accounted for 66.44% and a school-level variance accounted for 33.56%. With the ICT use variables, research model 2 explained 3.83 % more variance at the student-level and 18.25% more at the school-level than did the basic model. This seems to indicate that the influence of ICT use is three times higher at the middle school level. Thus, the impact of ICU use on mathematic achievements in high schools appears to be greater than at the middle school or elementary school level. When student-level and school-level were considered together, the ICT use variables explained 4.34% of the variance at the elementary school level, 5.96% at the middle school level, and 8.67% at the high school level. ICT use variables and achievements In the elementary schools, the ICT use frequency for information processing and ICT literacy skills for information collection and communication had significant impacts on mathematic achievements at the student-level. The better were ICT literacy skills for information collection and communication, the higher were the academic achievements. When students experienced less frequent information processing, they tended to earn higher academic achievements. There was no impact of ICT use at the school-level. In the middle schools, ICT use frequencies for information processing and communication and ICT literacy skills in information communication had significant impacts on mathematic achievements at the student-level. When students had higher ICT literacy skills for information communication, they tended to earn higher scores regarding academic achievements. When students experienced less frequent information processing and information communication, they tended to earn higher academic achievements. Again, there was no impact of ICT use at the school-level. In the high schools, as shown at Table 4, the frequent use of ICT for information communication had a significant impact on mathematic achievements at the student-level. ICT literacy skills, however, did not have any significant impact. The less the students used ICT for information communication, the higher were the academic achievements. When the students had greater ICT literacy skills, even though the impacts were not statistically significant, they seemed to have higher academic achievements. The impacts of background and process variables on achievements Our research model 1 analysis results showed that ICT use variables explained 12.26% of the variance in mathematic achievements at the elementary school level, 10.56% at the middle school level, and 18.25% at the high school level. As shown at Table 2, when background and process variables are included, as in research model 2, the variance of math variables was 25.30 % greater at the student-level and 90.95% greater at the school-level in elementary schools. As shown in Table 3, when model 2 was applied, the other variables explained a 21.51 % greater variance at the student-level and 99.42% greater at the school-level in middle school. Furthermore, when the variables of student process, student background, school process, and school background were taken into account, the math variance was 16.55 % greater at the student-level and 83.24% greater at the school-level in the high schools (Table 4). When the student-level and school-level variances were collectively taken into account, the additional independent variables explained 30.79 % more variance at the elementary school level, 29.83% more at the middle school level, and 36.58% more at the high school level. Background and process variables and achievements A variety of background and process variables at both the student-level and school-level seemed to influence mathematic achievements. Our analysis results showed that elementary school students tended to show high academic achievements when they had higher ICT literacy skills in information collection and information communication, more private tutoring tuition, a more positive learning attitude, more e-learning materials at schools, and higher family income (Table 2). On the other hand, they tended to earn lower academic achievements when they used more ICT for information processing and when their teachers had more education. Next, middle school students tended to show high academic achievements when they less frequently used ICT for information processing and communication, had higher ICT literacy skills in information communication, spent less hours studying e-learning materials from EBS, had parents with higher education levels, had more Copyright © The Turkish Online Journal of Educational Technology 138
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