Digital devices and student achıevement: the relationship ın pisa 2018 data

Abstract

This research aims to find how the infrastructure of digital devices within the school and teachers’ capacity using digital devices affect student achievement defined as PISA 2018 reading, math, and science scores. The ex post facto co-relational causal research design was employed. The data were obtained from the school questionnaire administered to school principals who participated in PISA (Program for International Student Assessment) 2018. A scale was developed from the PISA 2018 data available on OECD PISA website. To correlate factor means with PISA 2018 scores, a matrix was constructed by the researcher. To predict PISA 2018 scores with factor means, linear regression analyses were done. The results showed that the infrastructure of digital devices within the school affected PISA 2018 reading, math and science scores more than teachers’ capacity using digital devices. It was also revealed that there was a strong relationship between the infrastructure of digital devices within the school and teachers’ capacity using digital devices, and developing the infrastructure of digital technologies could provide practical benefits for students.