The Relationship Between U.S. Students' Technology Access and Use and Their Science Achievement

• In Event: AERA Poster Session 13
  In Poster Session: Computer and Internet Applications in Education

Abstract

The quantitative study used hierarchical linear modelling (HLM) to examine the influence of U.S. students’ technology access and use on science achievement. Data comprised 5,712 students from 179 schools who participated in the 2015 PISA test. Descriptive data showed that students had 1:1 access to computers (with internet) at school, and over 90% owned internet-connected cellphones or computers at home. However, on average, less than 50% utilized technology to learn science. HLM results showed that science achievement benefited from students’ home technology access and their science-related technology use, but not from the school technology access. Finally, the results suggest that students with low socioeconomic status (SES) and who were female scored lower than their SES-privileged peers and male students.

Authors

• Yin Hong Cheah, The University of Texas at Austin

• Chenglu Li, The University of Texas at Austin

• Joan E. Hughes, The University of Texas at Austin