Based on the ecological theories of educational technology, this study explored models for effective information and communication technology (ICT) use on learning outcomes, mediated by ...outside-school ICT use and socioeconomic status (SES), using structural equation modeling (SEM). Four models were developed based on empirical findings and validated using the 2012 Taiwanese sample of the Program for International Student Assessment to demonstrate model exploration. The four models measure the effects of ICT use on learning outcomes from (A) parallel ICT use, (B) inside-school ICT use with outside-school ICT use mediation, (C) Model A with SES mediation, and (D) Model B with SES mediation. Data analysis results indicate that the four models fit empirical data; Models C and D (with SES mediation) are superior to Models A and B based on fit indices; Models A and B are superior to Models C and D based on information criteria; and Models B–D (with mediation) provide more educational meaning than does Model A (without mediation). The results suggest new variables (i.e. outside-school ICT use and SES) and a modeling technique focusing on mediation effects (i.e. SEM) may be used to promote educational technology development by improving the effect of inside-school ICT use on traditional learning outcomes.
This study examines the
female people-smartness
(FPS) hypothesis, which addresses the reasons why females are more responsive to socioeconomic status (SES) and posits that using females’ strengths of ...people-smartness can assist females to overcome SES constraints. This study used data from the student surveys of the Program for International Student Assessment (PISA) in 2015, including 519,334 students from 72 participating countries and economies. The results of the general linear model analysis revealed that females are better at collaborative problem-solving (CPS) and reading, while males are better at mathematics and science. Structural equation modeling revealed that the effect of SES on (mathematics and science) achievement is higher for females than for males. CPS can reduce the effect of SES on achievement. The findings generally support the FPS hypothesis and suggest that CPS-related competences should be emphasized and exercised to transcend SES constraints, especially for females in STEM curricula, studies and careers.
This study proposes a family psychobiosocial model on gender differences in cognitive development. Specifically, the aim is to investigate how family biological, socioeconomic, and psychological ...factors predict child mathematics achievement (MAch) development. The data were obtained from the Millennium Cohort Study. Children’s pattern construction scores collected at ages 5 and 7 years worked as MAch (
n
= 18,497). The predictors were family data collected when the children were 9 months. The results of path analyses for all students indicate that all three factors in the family psychobiosocial model play some roles in children’s MAch development. Analyses for the female and male students separately reveal that girls’ positive MAch development was significantly predicted by four psychobiosocial factors (fewer mother in-pregnancy alcohol intakes, more family income, higher mother education levels, and more mother cognitive stimulation); boys’ MAch development is predicted by only one factor (higher mother education levels). The results support the psychobiosocial model as a whole. Family psychobiosocial factors, especially social factors, impact children’s cognitive development more for females than for males.
Under the COVID-19 pandemic, mathematics education has moved completely online. To tackle this new norm based on bio-eco-techno theories, this study aims to provide educators an overview of the ...research landscape for envisioning educational practices through bibliometric analysis of 319 articles and reviews published in peer-reviewed journals from 1993 to 2020. Country and institutional co-authorship depicts the social network structure of the field to identify top productive contributors. Bibliographic coupling of publications forms the conceptual structure, revealing research themes. Together, the results are mapped according to the bio-eco-techno perspective. The bioecological system highlights student achievement as the central concerns. The microsystem emphasizes techno-subsystems for supporting flipped learning. The exosystem and mesosystem require institution support for teacher pedagogical design, digital competencies, and collaboration. The macrosystem raises the issue of distribution or centralization in the strengths of online mathematics education and calls for greater cross-national boundary digital use and collaboration. The chronosystem asks: Does Covid-19 force the popularity of blended or flipped learning into online education? Based on the bio-eco-techno perspective, further recommendations are provided.
The aim of this study was to investigate students' attitudes, rationales, and approaches to making open educational resource (OER) videos (a form of OERs) on sustainable development (SD) in order to ...identify students' competencies and effective pedagogical designs.
Students registering for a teacher training course were invited to design and create pedagogies, make OER videos, and share the videos on YouTube on five SD topics: sustainable lifestyle, campus, community, enterprise, and earth development. The students provided their weekly journals and a final reflection on the whole process of making the OER videos on SD. This study used qualitative data analysis and text mining methodologies to analyse students' process data of making OER videos on SD.
The analysis results revealed that making OER videos on SD needed students' ideational, inquiry, societal, and disciplinary competencies. Inferred pedagogical suggestions for practitioners to support students in making digital products on SD are to follow a linear pathway from ideational creation, inquiry process, societal transformation, to transdisciplinary reflection.
This study investigated the effects of information and communication technology (ICT) use patterns, moderated by socioeconomic status (SES), on science and mathematics achievements. This ...investigation aims to address the issue of whether ICT use has 'conditioned' (linear and quadratic) effects on achievements with SES as social conditions, based on a posited Conditioned Ecological Techno-process (CET) model.
Data from the 2012 Program for International Student Assessment for Taiwan were analyzed using regression analysis focusing on the effect of three ICT use patterns (leisure, educational, and school).
The results support the CET model in the quadratic effects of all the three ICT use patterns on both achievements in addition to the positive linear effects of educational ICT use and the negative linear effects of leisure and school ICT use patterns. The moderation effect of SES only occurs with leisure ICT use on science achievement.
The findings suggest that moderate frequent ICT use predicts the highest achievements. SES may aggravate the negative effect of leisure ICT use on science achievement.
The aim of this study was to integrate 2 theories on academic self-concept -- that is, the internal/external frame of reference (I/E) model and the big-fish-little-pond effect (BFLPE) -- into a ...combined model. The rationale for the combined model is that the I/E model actually focuses on internal/dimensional comparison (e.g., a comparison between one's own mathematics and science achievements) and the BFLPE focuses on external/social comparison (e.g., a comparison between one's own mathematics achievement and one's schoolmates'). The I/E, BFLPE, and combined models for mathematics and science were examined using multilevel analyses of 139,174 students in 4,231 schools in 27 countries. The results showed that the I/E model and the BFLPE fitted data well, and the combined model fitted data even better. The I/E model remained unchanged when the BFLPE was combined, suggesting distinctly differential roles of internal and external comparisons in constructing academic self-concepts. In addition, the combined model was examined for each country. The findings revealed that the predictions of the combined model were generally supported for data from most countries. PUBLICATION ABSTRACT
This study aims to investigate gender differences in effective parenting strategies for adolescent mathematics achievement growth, taking into account socioeconomic status (SES), based on a ...bioecological model. Latent growth curve modeling examines longitudinal data (
n
= 4163) from the Taiwan Education Panel Survey. The analysis reveals that girls’ performance fits to a quadratic development model; boys’ performance better fits to a linear model. At early adolescence, mothers’ monitoring is the only common effective parenting strategy for both genders. At later adolescence, fathers need to monitor boys but to play a peripheral role (e.g., school participation and rescued discussion)for girls; mothers play direct roles (e.g., listening and persuasion) for boys, but a rational or light-minded role (e.g., discussion and letting-conflict-go) for girls. SES matters mostly in early adolescence. The findings generally support the bioecological model in terms of differential model fit and effective parenting strategies between genders.
This study used an ecological approach to studying adolescent mathematics ability development by classifying their mathematics ability growth trajectories and examining contextual measures ...differentiating the identified classes. Longitudinal student and parent data were collected for Taiwanese students in Grades 7, 9, 11, and 12 (n = 4,163). Growth mixture modelling identified 4 growth classes: low-increase, middle-flat, middle-increase, and high-increase. Multivariate analysis of variance revealed that girls' mathematics ability improved and that boys started as middle or high mathematics achievers. Moreover, mathematics ability related to socioeconomic status and academic programmes, persistent parental monitoring related to desirable ability development, and student-perceived teaching quality related to student ability. High-increase students reduced their engagement in leisure activities when preparing for examinations, but they felt little mathematics frustration, whereas the opposite was true for low-increase students.
AbstractAs technology use has become the norm in education, this bibliometric analysis of technology-enhanced language learning (TELL) aims to reveal its current state-of-the-art and emerging trends. ...Analysis of 1,816 publications (1,745 articles and 71 reviews) from Web of Science demonstrated growing interests in the field and core publications in the field. Bibliographic coupling identified eight research fronts, with a particular emphasis on the established flipped learning (FL) pedagogy and expanding influence of mobile assisted language learning (MALL) and digital game-based learning (DGBL). These approaches are at the forefront in shaping English language skill acquisition, especially in writing, with the rise of technology multimodality and informal digital learning as nascent yet significant areas for future research. Anchored in the bioecological model, the research highlights the integral role of student outcomes across various competencies influenced by systemic factors. The study stresses the necessity for education stakeholders to blend technology with pedagogical strategies, a need further accentuated by the COVID-19 pandemic. The study’s major contribution lies in its comprehensive synthesis of TELL’s current landscape and for both future research and education endeavours in the field of English TELL.
