Predictors of students' participation in internet or computer tutoring for additional instruction and its effect on academic achievement

Jinxin ZHU, Magdalena Mo Ching MOK

Research output: Contribution to journalArticles

Abstract

In recent years, it has become common to use the internet or computer tutoring with a programme or application for additional instruction (ICTPAAI), in addition to the mandatory school schedule. This study aimed to understand students' participation in ICTPAAI and its relation to academic achievement. Multilevel structural equation modelling was conducted on a sample comprising 6,425 Chinese students (Mage 15.72 years; 48.9% girls) who had various forms of additional instruction during the 2014/2015 school year. Results showed that the use of information and communication technology (ICT) to complete schoolwork, whether in school or outside of school, was positively associated with students' participation in ICTPAAI; however, students' ICT interest, ICT self‐efficacy and ICT autonomy were not. Students' participation in ICTPAAI was negatively associated with their academic achievement at the end of the school year; much variance was explained at the school level. These findings suggest that students should be cautious about participating in this form of additional instruction and that schools play an important role in students' participation in ICTPAAI. Copyright © 2020 John Wiley & Sons Ltd.
Original languageEnglish
JournalJournal of Computer Assisted Learning
Early online dateApr 2020
DOIs
Publication statusE-pub ahead of print - Apr 2020

Citation

Zhu, J., & Mok, M. M. C. (2020). Predictors of students' participation in internet or computer tutoring for additional instruction and its effect on academic achievement. Journal of Computer Assisted Learning. Advance online publication. doi: 10.1111/jcal.12440

Keywords

  • Academic achievement
  • Chinese students
  • Information and communication technology
  • Internet or computer tutor

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