Abstract
This paper seeks to examine the differential impacts of ICT on student performance across these four distinct contexts. While countries like Japan have rapidly adopted advanced technologies, the impact of ICT on education in less technologically advanced countries remains underexplored. This study aims to fill this gap by conducting a comparative analysis of how ICT affects student performance in Japan and Korea, technologically advanced nations, and Cambodia and Mongolia, a less technologically developed country that participates in PISA assessments. Our study focuses on the Japanese, Korean, Cambodian and Mongolian student populations. This research explored the connection between ICT factors and student scores in mathematics, reading, and science from the PISA assessments. For this study, we used only student achievement and student questionnaire data with specific variables. We are going to explore whether composite scores can be created for each of the ICT domains. Separate regression analyses will be conducted for each of the academic performance domains. All statistical analyses will be performed using intsvy package in R. Understanding these differences is crucial for policymakers and educators aiming to optimize the use of ICT in education, especially in Cambodia and Mongolia where resources are limited. By comparing Japan and Korea with Cambodia and Mongolia, this study contributes to the broader discourse on the role of technology in education across different economic and technological landscapes.
Author Information
Hiroyoshi Hiratsuka, Aoyama Gakuin University, Japan
Olesya Falenchuk, University of Toronto, Canada
Comments
Powered by WP LinkPress