Effect of ICT Use, Parental Support and Student Hindering on Science Achievement: Evidence from PISA 2018
Overview
Paper Summary
The study found that parental support and socioeconomic status positively impacted science achievement across Turkey, the USA, and South Korea, while student hindering behavior had negative effects. However, the impact of ICT use varied, showing positive effects in Turkey, negative effects in the USA, and no significant effects in South Korea. Gender's influence was only significant in Turkey, with girls outperforming boys in science.
Explain Like I'm Five
Scientists found that kids do better in science when their parents help them and their family has enough money. But if kids make it hard to learn, their science scores go down, and using computers for school helps some kids but not others.
Possible Conflicts of Interest
None identified
Identified Limitations
Rating Explanation
This paper presents a solid analysis of PISA 2018 data, investigating a complex interplay of factors influencing student science achievement. Its multilevel modeling approach is appropriate, and the findings offer valuable insights into international educational differences. While the limitations regarding causal inference and generalizability are acknowledged, the study's strengths outweigh these weaknesses, warranting a rating of 4.
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