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The Impact of ICT Self-Efficacy and Subject-Oriented ICT Use During Lessons on Mathematics Achievement: A PISA 2022 Türkiye Sample

The Impact of ICT Self-Efficacy and Subject-Oriented ICT Use During Lessons on Mathematics Achievement: A PISA 2022 Türkiye Sample

Elif Nur BOZER ÖZSARAÇ

  •  Year : 2026
  •  Vol : 4
  •  Issue : 1
  •  Page : 10-25
This study aims to investigate the impact of students' Information and Communication Technology (ICT) self-efficacy (ICTEFFIC) and subject-related ICT use during lessons (ICTSUBJ) on mathematics achievement. Framed within Self-Determination Theory and ICT Engagement Theory, this quantitative secondary data analysis is based on a sample of 6,599 15-year-old students (3,286 males, 3,313 females) from the Program for International Student Assessment (PISA) 2022 Turkey cohort. Data were analyzed using multiple regression analysis based on 10 pooled plausible values in accordance with Rubin's rules, while controlling for socioeconomic status and gender, and employing robust standard errors to account for heteroscedasticity. The findings revealed that even when ESCS and gender were held constant, both ICT self-efficacy and subject-related ICT use significantly and positively predicted mathematics achievement. The regression model explained 15.6% of the variance in mathematics performance. Comparative results demonstrated that pedagogical, subject-related ICT use (B = 12.109, β = 0.146) had approximately twice the predictive power on mathematics achievement compared to digital self-efficacy (B = 6.284, β = 0.080). Furthermore, socioeconomic status was confirmed as the strongest predictor in the model. Regarding gender, although male students scored statistically higher on ICT variables, the effect sizes (Cohen's d) indicating practical significance remained at a negligible level. In conclusion, this study demonstrates that students’ mere psychological competence (self-efficacy) is not solely sufficient for digital technologies to positively contribute to academic achievement. For academic benefit, it is imperative that this digital belief translates into action through curriculum-integrated, teacher-guided, and pedagogically purposeful use in the classroom environment.
Cite this Article As : Bozer Özsaraç, E. N. (2026). The impact of ICT self-efficacy and subject-oriented ICT use during lessons on mathematics achievement: A PISA 2022 Türkiye sample. Edutech Research, 4(1), 10-25. https://doi.org/10.69991/EduRes.2026.7

Description : Yazarların hiçbiri, bu makalede bahsedilen herhangi bir ürün, aygıt veya ilaç ile ilgili maddi çıkar ilişkisine sahip değildir. Araştırma, herhangi bir dış organizasyon tarafından desteklenmedi.Yazarlar çalışmanın birincil verilerine tam erişim izni vermek ve derginin talep ettiği takdirde verileri incelemesine izin vermeyi kabul etmektedirler. None of the authors, any product mentioned in this article, does not have a material interest in the device or drug. Research, not supported by any external organization. grant full access to the primary data and, if requested by the magazine they agree to allow the examination of data.
The Impact of ICT Self-Efficacy and Subject-Oriented ICT Use During Lessons on Mathematics Achievement: A PISA 2022 Türkiye Sample, Research Article,
, Vol. 4 (1)
Received : 22.03.2026, Accepted : 03.06.2026 , Published Online : 30.06.2026
Edutech Research
ISSN: ;
E-ISSN: 3023-6665 ;
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