Outside School ICT (Information and Communication Technology)-Based Learning and Science Performance: The Mediating Role of Motivation and Epistemological Beliefs (Poster 37)

• In Event: AERA Poster Session Friday 1:30 p.m.
  In Poster Session: STEM Teaching and Learning

Abstract

This study utilized 2015 PISA data from the UK and Hong Kong to examine the relations between outside school ICT-based learning and science performance through a mediation model. Three key findings were identified: 1) ICT-based learning had negative total effects on science performance in the UK but non-significant effects in Hong Kong; 2) Positive indirect effects through self-efficacy, enjoyment, and interest were consistent, while no indirect effects were observed through utility value. Positive indirect effects through epistemological beliefs were found in Hong Kong but not in the UK; 3) ICT-based learning showed negative unexplained (i.e., direct) effects on science performance, indicating unidentified negative mediators across sample countries/regions. Future research should explore these mediators to develop targeted interventions.

Authors

• Feng Xiong, National Institute of Education - Nanyang Technological University

• Youyan Nie, National Institute of Education - Nanyang Technological University

• Barry Bai, Chinese University of Hong Kong

• Ai Noi Lee, Nanyang Technological University - National Institute of Education