Does Internet Use Influence Science Performance Directly and Indirectly Through ICT Self-Efficacy and Science Self-Efficacy?

• In Event: Student Learning, AI, and Digital Tools

Abstract

To improve science performance, we examined how internet use for schoolwork and ICT self-efficacy influence outcomes among English Language Learners (ELLs). Using structural equation modeling, we explored both direct and indirect pathways from internet use to science achievement, mediated by ICT- and science self-efficacy. Findings revealed that internet use had significant positive effects on science performance, both directly and indirectly through self-efficacy constructs. ICT self-efficacy also showed strong direct and indirect associations via science self-efficacy. These results support the importance of fostering digital skills and confidence, especially among at-risk groups like ELL students. We discuss implications for addressing digital equity in the (post-)pandemic era, where disparities in access and support remain a major concern.

Authors

• Sunha Kim, University at Buffalo - SUNY

• Hyeonji Jeong, University at Buffalo - SUNY

• Wei Wang, University at Buffalo - SUNY

• Dris Prophete, University at Buffalo - SUNY

• John E. Slaughter, Learning, Education, and Development Services