Use of ICT and its Relationship with Performance in Examinations: A Comparison of the ImpaCT2 Project's Research Findings Using Pupil-Level, School-Level and Multilevel Modelling Data

Autor/inn/en	Harrison, Colin; Lunzer, Eric A.; Tymms, Peter; Fitz-Gibbon, Carol Taylor; Restorick, Jane
Titel	Use of ICT and its Relationship with Performance in Examinations: A Comparison of the ImpaCT2 Project's Research Findings Using Pupil-Level, School-Level and Multilevel Modelling Data
Quelle	In: Journal of Computer Assisted Learning, 20 (2004) 5, S.319-337 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2004.00099.x
Schlagwörter	Information Technology; Educational Technology; Foreign Countries; Technology Uses in Education; Models; Comparative Analysis; National Competency Tests; Academic Achievement; Mathematics Achievement; Science Achievement; Language Tests; Case Studies; Elementary School Students; Secondary School Students; Gender Differences; United Kingdom (England) + Suchen Sie Ihr Suchwort? Informationstechnologie; Unterrichtsmedien; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analogiemodell; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Language test; Sprachtest; Case study; Fallstudie; Case Study; Sekundarschüler; Geschlechterkonflikt
Abstract	This paper reports a previously unpublished comparative analysis of data from the ImpaCT2 study investigating the relationship between students' performance in England on national tests and their reported use of information technology (particularly networked technology) for school work, at three age levels (11, 14 and 16), in English, Maths and Science (and in additional subjects at age 16). The new analysis compares three separate analyses of the same data set based on approximately 1100 children drawn from 27 primary and 28 secondary schools: the first analysis considers the individual pupil data and looks particularly for pupil-level (and particularly gender) effects; the second analysis groups the pupils by school, and looks particularly for school-level effects; the third analysis was a more conservative multilevel modelling analysis, carried out by an independent team at the University of Durham, which split the schools into three groups, based on overall high, medium or low level of use of information and communications technology (ICT) in each school. All three analyses reported findings based on mean achievement measured in terms of standardised residual gain scores, where each student's progress was measured against predicted gains calculated from baseline data on reading and Maths ability gathered 2 years earlier. The results indicated broad agreement between each of the three modes of analysis, though effect sizes were slightly smaller in the case of the multilevel modelling. The findings are interpreted in relation to case study data on ICT use in schools gathered as part of the wider ImpaCT2 investigation, but the case is also made that the common rationale for using multilevel modelling with large data sets, namely that whole class effects are more significant determinants of performance than individual effects, is less applicable in this study, because of wide variation in the use by children of ICT for school work at home. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10