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Relationships Between Mathematics Self-Beliefs, Exposure to ICT In School, and Achievement on PISA 2012 Paper- and Computer-Based Mathematics Assessments

Relationships Between Mathematics Self-Beliefs, Exposure to ICT In School, and Achievement on PISA 2012 Paper- and Computer-Based Mathematics Assessments

Jelena Radišić, Guri A. Nortvedt, Ragnhild Kobro Runde
Copyright: © 2023 |Pages: 24
ISBN13: 9781668459201|ISBN10: 1668459205|ISBN13 Softcover: 9781668459249|EISBN13: 9781668459218
DOI: 10.4018/978-1-6684-5920-1.ch012
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MLA

Radišić, Jelena, et al. "Relationships Between Mathematics Self-Beliefs, Exposure to ICT In School, and Achievement on PISA 2012 Paper- and Computer-Based Mathematics Assessments." Technology Integration and Transformation in STEM Classrooms, edited by Christie Martin, et al., IGI Global, 2023, pp. 223-246. https://doi.org/10.4018/978-1-6684-5920-1.ch012

APA

Radišić, J., Nortvedt, G. A., & Runde, R. K. (2023). Relationships Between Mathematics Self-Beliefs, Exposure to ICT In School, and Achievement on PISA 2012 Paper- and Computer-Based Mathematics Assessments. In C. Martin, B. Miller, & D. Polly (Eds.), Technology Integration and Transformation in STEM Classrooms (pp. 223-246). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch012

Chicago

Radišić, Jelena, Guri A. Nortvedt, and Ragnhild Kobro Runde. "Relationships Between Mathematics Self-Beliefs, Exposure to ICT In School, and Achievement on PISA 2012 Paper- and Computer-Based Mathematics Assessments." In Technology Integration and Transformation in STEM Classrooms, edited by Christie Martin, Bridget T. Miller, and Drew Polly, 223-246. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-5920-1.ch012

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Abstract

This chapter discussed the relationships between students' self-beliefs and interest in mathematics, their exposure to ICT in school and mathematics lessons, and their achievement levels. The authors linked data from the PISA 2012, comprising both paper- and computer-based mathematics assessments to data from student questionnaires for 16 European countries participating in both assessment formats. LPA was applied to identify and distinguish between six student groups. The results indicated that self-beliefs were more strongly related to achievement than the level of ICT use was. Students with the highest reported self-beliefs and moderate ICT exposure outscored other students. The same patterns were observed for both assessment formats. For most of the countries observed, nearly 50% of the students were characterized by average self-beliefs and low or no use of ICT. On average, these students had achievement scores close to the OECD mean. Across all countries, students with low self-beliefs also had the lowest average achievement scores, regardless of their extent of exposure to ICT.

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