Examining the Impact of ict Use and Related Attitudes on Students’ Achievements in Science Using the pls-sem Model

Abstract Investigations were conducted into the relationships between science achievement and ict use in and out of the classroom, as well as the mediating effects of students’ interest in and perceptions of their ict proficiency. The primary focus of this study has been the association between ict and scientific achievement among Singaporean students as measured by the Programme for International Student Assessment ( pisa ) 2018. This study examined pisa 2018 data using partial least squares structural equation modeling ( pls - sem ) to evaluate the effect of ict use on students’ achievements in science. Complex cause-and-effect relationships in path models with latent variables can be estimated using the structural equation modeling method known as pls - sem . 6,676 15-year-old Singaporean students who participated in the 2018 Programme for International Student Assessment ( pisa ) were examined. Students’ interest in ict , their assessment of their ict competency, and their accomplishment in science were found to be correlated with how they used ict both inside and outside of the classroom. The findings also imply that the association between ict use and science accomplishment may be mediated by students’ perceived ict proficiency and interest. This research can contribute to advancing the theoretical knowledge of technology, learning, and the cultural environment, in addition to practical ict implementations in scientific classes that consider the variances in ict affects.