Examining the Impact of Students' Familiarity with Information and Communications Technology on Education Equity Using Data from Students in Four Provinces and Cities in China
Chinese/English Journal of Educational Measurement and Evaluation, Vol: 3, Issue: 3
2022
- 226Usage
- 1Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage226
- Downloads157
- Abstract Views69
- Captures1
- Readers1
Article Description
Using mediation analyses, this study analyzes PISA 2015 scientific literacy computerized assessment data collected from students in Beijing, Shanghai, Jiangsu, and Guangdong, and examines the relationship between students' familiarity with information and communications technology and educational equity. The study also offers recommendations based on the results while providing empirical support for reducing digital educational inequities as well as differences in academic literacy performance between students of different socioeconomic and cultural statuses.
Bibliographic Details
https://www.ce-jeme.org/cgi/viewcontent.cgi?article=1039&context=journal; http://dx.doi.org/10.59863/kowf1981; https://www.ce-jeme.org/journal/vol3/iss3/3; https://www.ce-jeme.org/cgi/viewcontent.cgi?article=1039&context=journal; https://dx.doi.org/10.59863/kowf1981; https://www.ce-jeme.org/journal/vol3/iss3/3/
National Council on Measurement in Education (NCME)
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