To what extent does the use of instructional technologies explain science achievement? A modeling study based on TIMSS Turkey data

This study focuses on analyzing TIMSS 2019 data to examine the effects of instructional technologies on science achievement. For this purpose, the data from TIMSS 2019, a large-scale international assessment, was used. Turkey participated in TIMSS 2019 at the fourth-grade level with 180 schools and 4,028 students. The study was conducted using a quantitative research model, and the relationship between instructional technologies and science achievement was analyzed through Structural Equation Modeling (SEM) using the correlational research method. The findings indicate a positive relationship between homebased instructional technologies and students' science achievement, whereas a negative relationship was found between school-based instructional technologies and science achievement. Additionally, SEM analysis revealed that access to instructional technologies at home and school explained approximately 30% of the variability in science achievement and 18% of the variability in self-efficacy regarding computer technologies. These findings suggest that instructional technologies have a direct and significant impact on science achievement; however, this effect may vary depending on different contexts and conditions. The study emphasizes the need to enhance teachers' pedagogical competencies related to technology and improve students' digital literacy for the more effective use of instructional technologies in education. Furthermore, ensuring a more equitable distribution of instructional technologies in schools and homes is concluded to contribute significantly to improving students' science achievement. This study serves as a foundation for future research investigating the effects of instructional technologies on science achievement in greater depth and provides essential policy recommendations for improving the integration of instructional technologies in the education system.