The relationship between ICT literacy and academic achievement among students: A meta-analysis

Hao LEI, Ying XIONG, Ming Ming CHIU, Jing ZHANG, Zhihui CAI

Research output: Contribution to journalArticlespeer-review

Abstract

Students' information and communication technology (ICT) skills might support their learning processes and outcomes—or distract from them. As past studies showed mixed results, this meta-analysis examined 50 effect sizes from 45 studies of 70,350 students' ICT literacy and academic achievement in primary schools, secondary schools, and universities. Students with greater ICT literacy often had substantially higher academic achievement, moderated by several attributes. The positive link between ICT literacy and academic achievement was strongest (a) among students in senior high school, followed by elementary school, junior high school, and lowest in university; (b) among females rather than males (c) for applied skills in ICT literacy rather than theoretical ones; (d) on assignments, followed by course grades, tests, quizzes, other assessments and lowest on grade point average (GPA); and (e) in randomized controlled experiments, compared to stratified or convenience samples. Copyright © 2021 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number106123
JournalChildren and Youth Services Review
Volume127
Early online dateJun 2021
DOIs
Publication statusPublished - Aug 2021

Citation

Lei, H., Xiong, Y., Chiu, M. M., Zhang, J., & Cai, Z. (2021). The relationship between ICT literacy and academic achievement among students: A meta-analysis. Children and Youth Services Review, 127. Retrieved from https://doi.org/10.1016/j.childyouth.2021.106123

Keywords

  • ICT literacy
  • Academic achievement
  • Meta-analysis
  • Students

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