Abstract
Science is one of the vital subjects that assists students to develop their high order thinking skills. Correlatively, Programme for International Student Assessment (PISA) is one of impactful international studies that is also assess and evaluate students’ science performance through tests and surveys that may affect their performance in science. However, studies that explore how gender, technology, and economic status is rarely found in Indonesian and global contexts. Therefore, this study aims to examine the effects of gender, information and communication technologies (ICT) resources, and index of economic, social and cultural status (ESCS) towards Indonesian students’ science performance based on PISA 2022 data. This quantitative study used the whole sample (N=13,439) of 15-year-old Indonesian students who participated in the tests and surveys. Through the conduction of structural equation modelling (SEM) using AMOS software 29 version, this study found that student gender insignificantly influences science performance (β=-0.05) and also has minor correlation towards ICT resources and ESCS (β=0.02). Meanwhile, ICT resources had direct moderate effect (β=0.29) on science performance which is supported by ESCS as it is highly correlated to the availability of ICT resources (β=0.99). Although this research provides a substantial impact on the body literatures, this research is limited only based on PISA data which there could be other relationships among variables included in the study. Further investigation is recommended to include other variables to clarify whether there are different effects on science performance, particularly with diverse background of students in Indonesia.
Author Information
Wawan Kurniawan, The University of Adelaide, Australia
Paper Information
Conference: ACE2024
Stream: Educational Research
This paper is part of the ACE2024 Conference Proceedings (View)
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