The Mediating Role of Curriculum Engagement ICT in the Relationship between Attitude Toward Curriculum and Academic Achievement
DOI:
https://doi.org/10.30827/profesorado.v28i3.29471Palabras clave:
attitude toward curriculum, academic achievement, curriculum engagement, ICTResumen
The study aims to investigate the mediating role of curriculum engagement ICT in the relationship between attitude toward curriculum (ATC) and academic achievement. The study conducted surveys with 169 students from four universities in Indonesia. The participants provided information about their ATC, curriculum engagement ICT, and academic achievement. The data was analyzed using statistical techniques such as Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The results showed that there was a positive correlation between ATC and curriculum engagement ICT, as well as between curriculum engagement ICT and academic achievement. The mediating role of curriculum engagement ICT in the relationship between ATC and academic achievement was supported by the data. The findings of this study have important implications for educators, policymakers, and curriculum designers. By understanding the interplay between ATC, curriculum engagement ICT, and academic achievement, stakeholders can design effective and engaging learning environments that optimize students' learning experiences and outcomes.
Descargas
Citas
Abud, M. (2012). Indonesia: New digital nation. Internews Center for Innovation and Learning.https://internews.org/wpcontent/uploads/2021/02/Internews_Indonesia_DigitalNation_2012-07.pdf
Alkharusi, H. (2011). Validity and reliability of the attitude toward educational measurement inventory. The Asia-Pacific Education Researcher, 20(3), 612–620.https://www.researchgate.net/profile/HussainAlkharusi/publication/256349484_Validity_and_Reliability_of_the_Attitude_Toward_Educational_Measurement_Inventory/links/0c9605225a4cc95bff000000/Validity-and-Reliability-of-the-Attitude-Toward-Educational-Measurement-Inventory.pdf
Arrosagaray, M., González-Peiteado, M., Pino-Juste, M., & Rodríguez-López, B. (2019). A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes. Computers & Education, 134, 31–40. https://doi.org/10.1016/j.compedu.2019.01.016
Assylzhanova, D., Seisenbek, N., Uzakbaeva, S., & Kapalbek, B. (2022). The Effect of ICT-Enhanced Blended Learning on Elementary School Students’ Achievement in English and Attitudes towards English Lesson. International Journal of Education in Mathematics, Science and Technology, 10(3), 632–649. https://doi.org/10.46328/ijemst.2463
Austin, Z., Collins, D., Remillard, A., Kelcher, S., & Chui, S. (2006). Influence of attitudes toward curriculum on dishonest academic behavior. American Journal of Pharmaceutical Education, 70(3). https://doi.org/10.5688/aj700350
Border, S. (2019). Assessing the role of screencasting and video use in anatomy education. Biomedical Visualisation, 4, 1–13. https://doi.org/10.1007/978-3-030-24281-7_1
Butler, D., Leahy, M., Twining, P., Akoh, B., Chtouki, Y., Farshadnia, S., Moore, K., Nikolov, R., Pascual, C., & Sherman, B. (2018). Education systems in the digital age: The need for alignment. Technology, Knowledge and Learning, 23, 473–494. https://doi.org/10.1007/s10758-018-9388-6
Cabellos, B., Siddiq, F., & Scherer, R. (2024). The moderating role of school facilitating conditions and attitudes towards ICT on teachers’ ICT use and emphasis on developing students’ digital skills. Computers in Human Behavior, 150, 107-994. https://doi.org/10.1016/j.chb.2023.107994
Cai, M., Luo, H., Meng, X., & Liu, J. (2024). Exploring the multidimensional impact of ICT on academic achievement and mental health: Evidence from a large‐scale survey of higher vocational students in China. Journal of Computer Assisted Learning, jcal.12995. https://doi.org/10.1111/jcal.12995
Chao, C.-Y., Chen, Y.-T., & Chuang, K.-Y. (2015). Exploring students’ learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education.Computer Applications in Engineering Education, 23(4), 514–526. https://doi.org/10.1002/cae.21622
Chasanah, L., Kaniawati, I., & Hernani, H. (2017). How to Assess Creative Thinking Skill in Making Products of Liquid Pressure? JPhCS, 895(1), 012164.
Chen, J., Lin, C.-H., & Chen, G. (2024). Extramural ICT factors impact adolescents’ academic performance and well-being differently: Types of self-regulated learners also matter. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12642-x
Cho, H. J., Zhao, K., Lee, C. R., Runshe, D., & Krousgrill, C. (2021). Active learning through flipped classroom in mechanical engineering: Improving students’ perception of learning and performance. International Journal of STEM Education, 8, 1–13. https://doi.org/10.1186/s40594-021-00302-2
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91–115.
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24–39. https://doi.org/10.1016/j.econedurev.2016.11.007
Cronin‐Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28(3), 235–250. https://doi.org/10.1002/tea.3660280305
Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40, 1649–1660. https://doi.org/10.1007/s10964-011-9647-5
Eady, M., & Lockyer, L. (2013). Tools for learning: Technology and teaching. Learning to Teach in the Primary School, 71.
Erdogdu, F. (2022). ICT, learning environment and student characteristics as potential cross-country predictors of academic achievement. Education and Information Technologies, 27(5), 7135–7159. https://doi.org/10.1007/s10639-021-10848-x
Farida, F., Alamsyah, Y. A., & Suherman, S. (2023). Assessment in educational context: The case of environmental literacy, digital literacy, and its relation to mathematical thinking skill. Revista de Educación a Distancia (RED), 23(76), 1–26. https://doi.org/10.6018/red.552231
Farida, F., Supriadi, N., Andriani, S., Pratiwi, D. D., Suherman, S., & Muhammad, R. R. (2022). STEM approach and computer science impact the metaphorical thinking of Indonesian students’. Revista de Educación a Distancia (RED), 22(69). https://doi.org/10.6018/red.493721
Ferrer, J., Ringer, A., Saville, K., A Parris, M., & Kashi, K. (2022). Students’ motivation and engagement in higher education: The importance of attitude to online learning. Higher Education, 83(2), 317–338. https://doi.org/10.1007/s10734-020-00657-5
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
García, A. B. S., & Villardón, P. G. (2018). Uso e integración de las TIC en el aula y dificultades del profesorado en activo de cara a su integración. Profesorado, Revista de Currículum y Formación Del Profesorado, 22(3), 341–358. https://doi.org/10.30827/profesorado.v22i3.8005
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191.
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: An analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77–93. https://doi.org/10.1080/02619768.2015.1100602
Jeong, D. W., Moon, H., Jeong, S. M., & Moon, C. J. (2024). Digital capital accumulation in schools, teachers, and students and academic achievement: Cross-country evidence from the PISA 2018. International Journal of Educational Development, 107, 103024. https://doi.org/10.1016/j.ijedudev.2024.103024
Jita, T., & Sintema, E. J. (2022). Exploring classroom use of ICT among pre-service science teachers in selected SADC countries. African Journal of Research in Mathematics, Science and Technology Education, 26(3), 218–236. https://doi.org/10.1080/18117295.2022.2139105
John, Y. J. (2015). A" New" Thematic, Integrated Curriculum for Primary Schools of Trinidad and Tobago: A Paradigm Shift. International Journal of Higher Education, 4(3), 172–187. https://doi.org/10.5430/ijhe.v4n3p172
Karlsson, L. (2022). Computers in education: The association between computer use and test scores in primary school. Education Inquiry, 13(1), 56–85. https://doi.org/10.1080/20004508.2020.1831288
Kielblock, S., & Woodcock, S. (2023). Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education. Teaching and Teacher Education, 122, 103922. https://doi.org/10.1016/j.tate.2022.103922
Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237–1245. https://doi.org/10.1016/j.chb.2010.03.024
Korhonen, T., Salo, L., Laakso, N., Seitamaa, A., Sormunen, K., Kukkonen, M., & Forsström, H. (2022). Finnish teachers as adopters of educational innovation: Perceptions of programming as a new part of the curriculum. Computer Science Education, 1–23. https://doi.org/10.1080/08993408.2022.2095595
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105.
Lee, S., Lee, J.-H., & Jeong, Y. (2023). The Effects of Digital Textbooks on Students’ Academic Performance, Academic Interest, and Learning Skills. Journal of Marketing Research, 60(4), 792–811. https://doi.org/10.1177/00222437221130712
Maskur, R., Suherman, S., Andari, T., Anggoro, B. S., Muhammad, R. R., & Untari, E. (2022). La comparación del enfoque STEM y el modelo de aprendizaje SSCS para la escuela secundaria basado en el plan de estudios K-13: El impacto en la capacidad de pensamiento creativo y crítico. Revista de Educación a Distancia (RED), 22(70). https://doi.org/10.6018/red.507701
Maskur, R., Suherman, S., Andari, T., Dermawan, O., & Anggoro, B. S. (2022). Reciprocal Teaching and Certainly of Response Index Learning Model Impact of Mastery Mathematics on Curriculum 2013. Перспективы Науки и Образования, 3 (57), 273–284. https://doi.org/10.32744/ pse.2022.3.15
Maskur, R., Suherman, S., Andari, T., Sri Anggoro, B., Muhammad, R. R., & Untari, E. (2022). The Comparison of STEM approach and SSCS learning model for secondary school-based on K-13 curriculum: The impact on creative and critical thinking ability. Revista de Educación a Distancia, 22(70), 1–26. https://doi.org/10.6018/red.507701
Matias, A., & Wolf, D. F. (2013). Engaging students in online courses through the use of mobile technology. In Increasing student engagement and retention using mobile applications: Smartphones, Skype and texting technologies. Emerald Group Publishing Limited. https://doi.org/10.1108/S2044-9968(2013)000006D007
Mohamed, L., & Waheed, H. (2011). Secondary students’ attitude towards mathematics in a selected school of Maldives. International Journal of Humanities and Social Science, 1(15), 277–281.
Nouri, J. (2016). The flipped classroom: For active, effective and increased learning–especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 1–10. https://doi.org/10.1186/s41239-016-0032-z
Orafi, S. M. S., & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 243–253. https://doi.org/10.1016/j.system.2008.11.004
Parker, V., & Gerber, B. (2000). Effects of a science intervention program on middle‐grade student achievement and attitudes. School Science and Mathematics, 100(5), 236–242. https://doi.org/10.1111/j.1949-8594.2000.tb17263.x
Peters, H., Zdravkovic, M., João Costa, M., Celenza, A., Ghias, K., Klamen, D., Mossop, L., Rieder, M., Devi Nadarajah, V., & Wangsaturaka, D. (2019). Twelve tips for enhancing student engagement. Medical Teacher, 41(6), 632–637. https://doi.org/10.1080/0142159X.2018.1459530
Ponder, J., Veldt, M. V., & Lewis-Ferrell, G. (2011). Citzenship, curriculum, and critical thinking beyond the four walls of the classroom: Linking the academic content with service-Learning. Teacher Education Quarterly, 38(4), 45–68.
Proctor, R. M. J., Watson, G., & Finger, G. (2003). Measuring Information and Communication Technology (ICT) Curriculum Integration. Computers in the Schools, 20(4), 67–87. https://doi.org/10.1300/J025v20n04_06
Qaddumi, H., Bartram, B., & Qashmar, A. L. (2021). Evaluating the impact of ICT on teaching and learning: A study of Palestinian students’ and teachers’ perceptions. Education and Information Technologies, 26(2), 1865–1876. https://doi.org/10.1007/s10639-020-10339-5
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 1–21. https://doi.org/10.1080/10494820.2021.1884886
Rasmitadila, R., Rachmadtullah, R., Samsudin, A., Nurtanto, M., & Jauhari, M. N. (2023). Limited face-to-face learning on students in inclusive classrooms during the Covid-19 pandemic: Perceptions of elementary school teachers in Indonesia. Cogent Education, 10(1), 2213612. https://doi.org/10.1080/2331186X.2023.2213612
Salomon, A., & Kolikant, Y. B.-D. (2016). High-school students’ perceptions of the effects of non-academic usage of ICT on their academic achievements. Computers in Human Behavior, 64, 143–151. https://doi.org/10.1016/j.chb.2016.06.024
Serrano, D. R., Dea‐Ayuela, M. A., Gonzalez‐Burgos, E., Serrano‐Gil, A., & Lalatsa, A. (2019). Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273–286. https://doi.org/10.1111/ejed.12330
Shaikh, Z. A., & Khoja, S. A. (2011). Role of ICT in shaping the future of pakistani higher education system. Turkish Online Journal of Educational Technology-TOJET, 10(1), 149–161.
Shaturaev, J. (2021). 2045: Path to nation’s golden age (Indonesia Policies and Management of Education). Science and Education, 2(12), 866–875. https://doi.org/0000-0003-3859-2526
Shelby-Caffey, C., Úbéda, E., & Jenkins, B. (2014). Digital storytelling revisited: An educator’s use of an innovative literacy practice. The Reading Teacher, 68(3), 191–199. https://doi.org/10.1002/trtr.1273
Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and usage influence student achievement in reading, mathematics, and science. Computers & Education, 85, 49–58. https://doi.org/10.1016/j.compedu.2015.02.004
Suherman, S., & Vidákovich, T. (2024). Relationship between ethnic identity, attitude, and mathematical creative thinking among secondary school students. Thinking Skills and Creativity, 51, 101448. https://doi.org/10.1016/j.tsc.2023.101448
Suleimen, N. (2019). Appraising the Attitude towards Information Communication Technology Integration and Usage in Kazakhstani Higher Education Curriculum. Journal of Information Technology Education, 18.
Suprabha, K., & Subramonian, G. (2021). Higher Secondary Commerce Students’ Engagement and Attitude towards Blended Learning Environment. Journal of Psychological Research, 3(2), 1–6. https://doi.org/10.30564/jpr.v3i2.2965
Supriadi, N., Jamaluddin Z, W., & Suherman, S. (2024). The role of learning anxiety and mathematical reasoning as predictor of promoting learning motivation: The mediating role of mathematical problem solving. Thinking Skills and Creativity, 52, 101497. https://doi.org/10.1016/j.tsc.2024.101497
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Thura, M., & Khaing, N. N. (2020). Primary teachers’ attitudes towards new curriculum. J. Myanmar Acad. Arts Sci, 18(9B).
Toh, Y. (2016). Leading sustainable pedagogical reform with technology for student-centred learning: A complexity perspective. Journal of Educational Change, 17(2), 145–169. https://doi.org/10.1007/s10833-016-9273-9
Tondeur, J., Van Braak, J., & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology, 38(6), 962–976. https://doi.org/10.1111/j.1467-8535.2006.00680.x
Toothaker, R. (2018). Millennial’s perspective of clicker technology in a nursing classroom: A Mixed methods research study. Nurse Education Today, 62, 80–84. https://doi.org/10.1016/j.nedt.2017.12.027
Valverde-Berrocoso, J., Acevedo-Borrega, J., & Cerezo-Pizarro, M. (2022). Educational technology and student performance: A systematic review. Frontiers in Education, 7, 916502. https://doi.org/10.3389/feduc.2022.916502
Webb, M. E., Prasse, D., Phillips, M., Kadijevich, D. M., Angeli, C., Strijker, A., Carvalho, A. A., Andresen, B. B., Dobozy, E., & Laugesen, H. (2018). Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills. Technology, Knowledge and Learning, 23(3), 441–456. https://doi.org/10.1007/s10758-018-9379-7
Wong, A. H.-W., Gang, M., Szyld, D., & Mahoney, H. (2016). Making an “attitude adjustment”: Using a simulation-enhanced interprofessional education strategy to improve attitudes toward teamwork and communication. Simulation in Healthcare, 11(2), 117–125. https://doi.org/10.1097/SIH.0000000000000133