Nathan Gardiner 18037454

Assessment Two: Literature Review, Data Collection Protocol and

Explanation

Focus statement: How technology in education is impacting student’s academic achievement

(students in stage 4 and 5).
Note: academic achievement means overall school performance and formal assessment
results.
Part A: Literature Review
Due to the nature and trends in education, the emergence of technology has become a major
part in the learning environment. Technology can be difficult to define because of its many
components, however one agreed definition across multiple writers is “the application of
scientific knowledge for practical purposes, especially in industry” (Oxford University Press,
2018). This definition is similar to Zhao’s (2003) outlook, where technology or technology
use can be utilised to solve practical problems. Over the last ten years Australia has seen
rapid growths in the use of technology in different areas of education. The number of students
who have access to a computer at home has increased from approximately 91 percent in 2000
to 98 percent in 2013, and students with access to the internet has increased from 67 percent
in 2000 to 98 percent in 2013 (DeBortoli et al, 2014). Due to the increasing agreements and
funding provided by the government, technology in schools will increase dramatically over
the next few years.
This push in technology was made clear by the government when two billion dollars in
funding was granted between the years 2008 – 2012 to provide software and computers to
students in year 9 to 12 (Thomson, 2015). More recently however, the department of
education has enlisted policies such as bring your own device (BYOD) to spark the use of
technology in schools. In order for this trend to continue (funding to be supplied to the
government), there must be overwhelming evidence to suggest that technology has a positive
effect in education and supports positive outcomes in academic achievement. This literature
review and counterparts will provide evidence to suggest how technology in education is
impacting student’s academic achievement (in particular students in stages 4 and 5).
In conducting this literature review, it is apparent that there are numerous articles and peer
reviewed investigations relating closely to the topic of technology and academic
achievement. Many of these studies not only focus on how technology is used but how much
it is used and this impact on student achievement. One such quantitative study by Lei & Zhao
(2005) investigated how technology was used by students, the most popular types of
technology used and the correlation each had with student achievement. Participants of this
study were 11-13 years old (equivalent to years 6 and 7) in a school setting equipped with
laptops, projectors, Tv’s and DVD players. Surveys and interviews were utilised across two
years to collect data on four different categories; demographic information, current
technology use, students’ academic outcomes and types of technology used. Lei & Zhao
(2005) found that students who spent approximately three hours on a computer each day had
a positive effect on their GPA levels than those less than three hours. With a closer
examination Lei & Zhao (2005) also discovered that students who spent more than three
hours actually had no evidence of gain and/or even created a deficit when examining GPA
scores. Unexpectedly student’s GPA also increased when they utilised geometers sketchpad,
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science probs and Aleks (educational webpage) instead of Microsoft word as educational
tools.

Academic achievement according to Vigdor, Ladd & Martinez (2014) includes several
components with literacy and numeracy being at the forefront. During- their investigation
Vigdor et al (2014) compared results of students across a large demographic (including race
and socioeconomic status) and found that students with access to computers at home had a
higher academic achievement than those who did not. The reason being that students with a
home computer were able to complete deadlines efficiently and effectively, through
educational resources or by simplifying complex tasks such as editing written assignments or
checking mathematical equations. These small tasks enabled students with home computers
to achieve marginally better marks. As with every investigation, there were numerous
downfalls discovered by the authors. Along with the access to computers (and broadband)
students were spending the most amount of time on playing games, with working on school
assignments a close second, followed by browsing the internet. Similar to Lei & Zhao (2005),
Vigdor et al (2014) discovered that there can be a number of non-productive elements that are
associated with utilising ICT devices, therefore resulting in conflicting evidence that
student’s academic achievement scores can be improved and/or hindered.

The most renown literature supporting positive changes to student’s academic achievement in
ICT literacy is the results from the NAP-ICTL (National Assessment Program – Information
Communication Technologies Literacy). This significant Australian test has been conducted
over a number of years spanning from 2005 to 2015 across school students in years six to ten.
This assessment examines student’s ICT literacy abilities through a combination of multiple
choice, authentic software applications, response questions and student’s overall ability to
“use ICT appropriately to access, manage, integrate and evaluate information, develop new
understandings, and communicate with others in order to participate effectively in society”
(MCEETYA, 2005). Thomson (2015) analysed results from these assessments over time and
found that the skill level of students in year six has increased from 2005 to reaching a
proficient level in 2011. As with the above investigations there is a negative aspect presented
in the results, where year 10 students have not increased in scores over the set time period
and both year groups are consistently producing the same results in the lowest proficiency
level. On an international level however, Australia seems to be fairing quite well in terms of
ICT Literacy levels, scoring some of the highest and most amount of students in the advanced
proficiency levels when compared to other countries.

Swaying from literacy Eyyam & Yaratan (2014) investigated the use of technology in
mathematics lessons on student achievement and attitudes. Utilising a quasiexperimental
research design, five groups were used (three as experimental and two as control groups) to
undergo this investigation. The experimental group experienced mathematical lessons
involving numerous forms of ICT and instructional technology rather than the control group
who were taught according to ‘traditional methods’ (paper handouts and activities written on
the board). A post-test and pre-test were used to calculate students scores before and after the
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involvement of each lesson. Through multiple forms of score analysis (ANCOVA, ETPS)
results indicated that Eyyam & Yaratan (2014) successfully proved that their hypothesis was
correct in that students who were in the experimental groups experienced positive effects in
academic achievement when being instructed with multiple forms of ICT in Mathematics
lessons. Additionally, Eyyam & Yaratan (2014) found a direct correlation between student’s
motivation levels (in preferring to be taught with the implementation of ICT devices) and
score levels through their survey questions.

There is an overwhelming amount of evidence to support the idea that technology in

education is positively impacting student’s academic achievement (Stage 4 and 5). Not only
through lessons taught via educational ICT hardware and software but also in students’
ability to use ICT themselves. There is however, numerous negatives that can be found in
each author’s investigation including the negative effect students may experience with more
than three hours on a computer each day (Lei & Zhao, 2005) and the results in year 10
students not experiencing any increase in NAP-ICTL results (Thomson, 2015). Overall each
investigation examined supported the claim that technology in education is positively
impacting student’s academic achievement (Stage 4 and 5).

Part B: Data Collection Protocol

Question Question Related Research

number
1 What types of technology are used in Lei & Zhao (2005).
your classrooms?
2 In your opinion does technology as Multiple Sources.
classroom tools affect your school
results positively or negatively?

Positively ⃣ Negatively ⃣

Why?
3 Do you have access to a Vigdor, Ladd & Martinez
computer/laptop at home? (2014).

Yes ⃣ No ⃣

If yes continue with questions 4 and 5.

If you selected no skip to question 6
4 Approximately how many hours a day Lei & Zhao (2005).
would you spend on this device? 1-3 3-
5 5+
5 Place a number beside each option Vigdor, Ladd & Martinez
where 1 is the activity you would spend (2014).
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the most time on and 7 the least amount

of time:

Homework
Search information for my school work
Send and receive emails
Surf online for fun
Use social media chat (eg Face book
messenger)
Work on a software device such as
PowerPoint or photoshop
Play computer games
6 Do you prefer to do school work on pen
and paper or computer?
7 In what subject do you receive the best
results? (PD/H/PE, science, maths,
history, English etc).
8 In this subject does your teacher use: Eyyam & Yaratan (2014).

Technology ⃣ No Technology ⃣

Both ⃣
9 What would you be more motivated to Eyyam & Yaratan (2014)
watch?

Video ⃣ Teacher presenting ⃣

10 What skills would suit the use of
technology?

Video ⃣ Teacher presenting ⃣

The methodology/data collection protocol has been modified and prepared to the procedures
recommended by numerous researchers including Lei & Zhao (2005). These researchers
recommended quantitative techniques such as a questionnaire for data collection. According
to Basri, Alandejani, and Almadani (2018). “data collection through questionnaire enables an
objective analysis of the hypotheses under study”. Additionally, researchers are able to
conveniently enter statistical information from the questionnaire into a data analysis software
to compare and contrast results across the various topics and questions asked. In conducting a
literature review regarding how technology in education is impacting student’s academic
achievement (Stage 4 and 5), it is clear that there are many facets and elements researchers
can investigate involving this topic area including:
 Students motivation towards technology.
 The impact of ICT as a classroom tool and academic achievement.
 Computer use at home and academic achievement.
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 Time and type of use on a computer and its impact on academic achievement.
For the purpose of this investigation the data collection protocol will address aspects of all
these sub-topics in this questionnaire survey. Therefore, data collected from this survey can
be collated with the data collected from other investigations (similar to a meta-analysis).
Evidence of this is provided in the above survey questions located in the right-hand column.

Before investigation commences, ethical principles will be addressed in the form of a consent
letter (attached). Minor personal questions (such as reference to school results) will be asked
during this survey and as a result, the researchers will explain the purpose of the project to the
targeted participants. Additionally, researchers will ensure that anonymity is in place so that
students are able to answer questions truthfully and participants privacy is respected. Any
further questions about the project will be answered by the researcher and if participants
require the results of the study, they will receive them at the conclusion of the investigation.

References
DeBortoli, L., Buckley, S., Underwood, C., O’Grady, E. & Gebhardt, E. (2014). ICILS 2013:
Australian students’ readiness for study, work and life in the digital age. Camberwell: ACER.
Retrieved from http://research.acer.edu.au/ict_literacy/6/

Thomson, S. (2015). Policy insights; Australian students in a digital world. Australian

Council for Education Research. Retrieved from
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=policyinsights

Lei, J. & Zhao, Y. (2005). Technology uses and student achievement: A longitudinal study.
ScienceDirect. Doi:10.1016/j.compedu.2005.06.013.

Oxford University Press. (2018). Technology. English Oxford Living Dictionaries: Oxford
University Press. Retrieved from https://en.oxforddictionaries.com/definition/technology

Zhao, Y. (2003). What should teachers know about technology: Perspectives and practices.
Greenwich, CT: Information Age Publishing.

Vigdor, L. J., Ladd, F. H., & Martinez, E. (2014). Scaling the digital divide: Home computer
technology and student achievement. Economic Inquiry. Doi:10.1111/ecin.12089
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Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA)

(2005). National assessment program information and communication technology literacy
years 6 and 10: An assessment domain for ICT literacy. Carlton: Curriculum Corporation.

Eyyam, R. & Yaratan, S. H. (2014). Impact of use of technology in mathematics lessons on

student achievement and attitudes. Eastern Mediterranean University. Retrieved from
http://dx.doi.org/10.2224/sbp.2014.42.0.S31

Basri, S. W., Alandejani, A. J., & Almadani, M. F. (2018). ICT adoption impact on tudents’
academic performance: Evidence from saudi universities. Education Research International.
Retrieved from https://www.hindawi.com/journals/edri/2018/1240197/cta/.