RELATIONSHIPS BETWEEN STUDENTS’ ICT USAGE, SELF-EFFICACY AND LITERACY

Author

Malimi KaziFollow

Defense Date

12-18-2023

Graduation Date

Spring 5-10-2024

Availability

One-year Embargo

Submission Type

dissertation

Degree Name

EdD

Department

Instructional Technology (EdDIT)

School

School of Education

Committee Chair

Melissa Boston

Committee Member

Gibbs Kanyongo

Committee Member

David Carbonara

Keywords

ICT usage, ICT self-efficacy, ICT literacy, educational technology, ICILS, Information and communication technology, International Computer and Information Literacy Study

Abstract

Information and communication technology (ICT) usage, self-efficacy, and literacy are very important for people in the 21st century. People need them to participate successfully in various activities including learning and working. Because of the importance of ICT, nations around the world, including the United States, have developed and are implementing ICT policies. Also, in 2013 the International Association for the Evaluation of Educational Achievement (IEA) introduced the International Computer and Information Literacy Study (ICILS) for grade eight students. However, ICT usage, ICT self-efficacy, and ICT literacy can be affected by students’ gender, race and socioeconomic status (SES). The purpose of this secondary data analysis quantitative study was to use the ICILS 2018 dataset of the United States’ eighth-grade students (n = 6970) to investigate the relationships of students’ ICT usage, ICT self-efficacy, and ICT literacy. Pearson correlation analysis results of the dataset show that students’ ICT usage and ICT self-efficacy were weakly, positively and statistically significantly correlated across gender, race, and school-level SES. Similarly, across gender, race, and school-level SES the correlation between ICT self-efficacy and ICT literacy was weak, positive, and statistically significant. Contrary, correlation between ICT usage and ICT literacy was very weak, positive, and statistically significant for most gender, race, and school-level SES subgroups, but the correlation was non-significant, very weak and positive among some of the subgroups. Finally, ICT self-efficacy was found to be more correlated with ICT literacy than ICT usage across the subgroups. Implications for practices and recommendations for further study are presented.

Language

English

Recommended Citation

Kazi, M. (2024). RELATIONSHIPS BETWEEN STUDENTS’ ICT USAGE, SELF-EFFICACY AND LITERACY (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2323