The Effect of Computer Use and Computer Self-Efficacy on U.S. Eighth-Grade Students’ Science Learning Outcomes: Findings From the TIMSS (Trends in International Mathematics and Science Study) 2011

• In Event: Poster Session 2
  In Poster Session: Achievement, Attitudes, and Advocacy: Science Literacy for All

Abstract

The purpose of the study is to investigate how technology use affects learning outcomes of eighth graders by analyzing data from the Trends in International Mathematics and Science Study (TIMSS) data, Specifically, this study intends to find out how students' use of computer, teachers' use of computer, and teachers’ computer self-efficacy influenced students' science achievement, science learning attitude, and science learning self-efficacy. A two-level hierarchical linear model (HLM) was used. Findings revealed that students' use of computer and teacher computer self-efficacy beliefs significantly and positively influenced students’ science achievement. In addition, our results demonstrated that teachers’ computer self-efficacy was a significant predictor for science achievement of students. The implications and future studies are discussed.

Authors

• Chia-Lin Tsai, University of Missouri

• Demei Shen, East China Normal University 

• Naien Tang, University of Missouri - Columbia