The impact of access to ICT,student background and school/home environment on academic success of students in Turkey: An international comparative analysis |
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| Affiliation: | 1. Dept. of Computer Education & Instructional Technology, Ankara University, Ankara, Turkey;2. Energy Market Regulatory Authority, Muhsin Yazicioglu Cd., 51/C, 06530, Yuzuncuyil, Ankara, Turkey;1. Center for the Study of Educational Policy and Practice (CEPPE), Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Campus San Joaquín, Macul, Santiago, Chile;2. Faculty of Mathematics, Pontificia Universidad Catolica de Chile, Av. Vicuña Mackenna 4860, Macul, Santiago, Chile;3. Faculty of Education, Pontificia Universidad Catolica de Chile, Av. Vicuña Mackenna 4860, Macul, Santiago, Chile;4. School of Engineering, Computer Science Department, Pontificia Universidad Catolica de Chile, Santiago, Chile;5. Center for Operations Research and Econometrics CORE, Belgium;1. University of Campinas, Computing Institute, Av. Albert Einstein 1251, Campinas, SP 13083-852, Brazil;2. University of Southern California, Rossier School of Education, 3470 Trousdale Parkway, Waite Phillips Hall, Room 702 G, Los Angeles, CA 90089-4083, USA;1. Karadeniz Technical University, Fatih Faculty of Education, Department of Computer and Instructional Technology Education, Trabzon, Turkey;2. Karadeniz Technical University, Institute of Educational Sciences, Trabzon, Turkey;3. Karadeniz Technical University, Fatih Faculty of Education, Mathematics and Science Education Department, Trabzon, Turkey;1. University of Oslo, Norway;2. The Norwegian Centre for ICT in Education, Norway;3. Centre for Educational Measurement at the University of Oslo (CEMO), Norway |
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| Abstract: | This paper utilizes OECD's original PISA 2012 dataset to investigate the impact of access to ICT, student background and school/home environment on academic performance of students. Using cross-section data from 4848 15-year-old students in Turkey, ordered logit models are developed and analyzed. The results indicate that (i) availability of internet connection at home or school and student's possession of his/her own room at home have positive impacts on academic success, (ii) internet connection at schools may not be used for school-related activities and therefore distracts student's attention from schoolwork, (iii) as student-per-teacher ratio or school size increases, the academic success of students declines, (iv) pre-primary education and education in student's native language contribute to academic achievement, (v) there is a positive relationship between education level of parents and student's performance at school. Using additional data from 22,273 students, the paper also presents an international analysis that compares the results from Turkey with those from Germany, France and the United Kingdom. Finally, the urgent need for collection of micro level (at student, school or parent level) data on Turkish education system is underlined. |
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| Keywords: | Elementary and secondary education Access to ICT Gender studies PISA 2012 Academic performance |
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