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The relationship between gender and science achievement: The mediation role of information and communications technology usage at school
Date Issued
2020
Citation
Jin, G., Ramazan, Lee, K. L., & Danielson, R. W. (20 Apr 2020). The relationship between gender and science achievement: The mediation role of information and communications technology usage at school. Annual meeting of American Educational Research Association (AERA) 2020, San Francisco, CA, USA.
Type
Conference Paper
Abstract
This paper investigated the relationship among gender, science achievement, and ICT usage at school in China by using PISA data in 2015. 9841 Chinese students participated in this year. The statistical analysis method is the mediation analysis, in which the independent variable which was “Gender”, the mediator was “ICT use at school in general”, and the dependent variable was “Student Science Achievement Score.” Result showed that there was significant gender difference in both ICT usage and science achievement. It was also found from the mediation analysis that, as the ICT were introduced to the educational settings, the gender gap narrowed, which indicated that compared with male students, female students were less influenced by the ICT usage on their science achievement
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