ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022

Yi Wu

doi:doi:10.11648/j.sjedu.20251302.13

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ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022

Yi Wu

Published in Science Journal of Education (Volume 13, Issue 2)

Received: 24 December 2024 Accepted: 7 April 2025 Published: 29 April 2025

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Abstract

This study investigates the relationship between Information and Communication Technology (ICT) use and secondary students’ scientific literacy in Singapore and the United States, drawing on data from the 2022 Programme for International Student Assessment (PISA). By comparing two contrasting national contexts—Singapore’s centralized, academically aligned ICT strategies and the United States’ decentralized and heterogeneous implementation—this research explores how ICT usage, access, and instructional quality shape student outcomes in science education. Employing hierarchical cluster analysis and two-level Hierarchical Linear Modeling (HLM), the study addresses three core questions: (1) How do ICT usage patterns differ between students in Singapore and the U.S.? (2) What are the distinctive features of ICT engagement in each context? and (3) To what extent do ICT-related factors predict students’ scientific literacy? The analysis reveals that although U.S. students report higher frequency of ICT use, particularly for leisure or informal purposes, Singaporean students experience more structured, curriculum-integrated ICT environments—associated with greater digital self-efficacy and stronger academic outcomes in science. Crucially, the study identifies school climate and teacher capacity as key mediators of ICT’s educational impact. In Singapore, strong professional development, clearly defined pedagogical goals, and coordinated extracurricular programs amplify the benefits of digital tools. Conversely, in the U.S., fragmented ICT integration and limited teacher support undermine the potential of technology to enhance scientific understanding. The findings underscore the importance of intentional and pedagogically coherent ICT implementation. Rather than viewing technology as a neutral or inherently beneficial tool, this study argues that its effectiveness depends on system-level alignment with teaching practices, professional development, and equitable resource distribution. The results offer actionable implications for education policymakers and leaders: a structured, goal-driven approach to ICT—supported by trained educators and inclusive infrastructures—is critical to advancing scientific literacy in the digital age. Future research should extend this cross-national analysis to broader subject areas and more diverse educational systems to inform global strategies for equitable and effective technology integration.

Published in	Science Journal of Education (Volume 13, Issue 2)
DOI	10.11648/j.sjedu.20251302.13
Page(s)	69-81
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Information and Communication Technology (ICT), Scientific Literacy, Science Education, Secondary School Students, Comparative Study

References

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[2]	Barmby, P., Kind, P. M. and Jones, K. (2008). "Examining changing attitudes in secondary school science," International Journal of Science Education, Vol. 30 No. 8, pp. 1075-1093. https://doi.org/10.1080/09500690701344966
[3]	Bruce, A. (2020, November 23). Bridging the technological divide in education. Cambridge. Retrieved from https://harvardpolitics.com/education-tech-gaps/ (Accessed by April 5, 2025).
[4]	LeTendre, G. (2022). Globalization and the impact of ICT on teachers’ work and professional status. In The Palgrave handbook of teacher education research (pp. 1-22). Springer International Publishing. https://doi.org/10.1007/978-3-030-59533-3_83-1
[5]	Luu, K., & Freeman, J. G. (2011). An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia. Computers & Education, 56(4), 1072-1082. https://doi.org/10.1016/j.compedu.2010.11.008
[6]	OECD. (2010). “Students’ use of information and communication technologies and performance in PISA 2006”, in Are the New Millennium Learners Making the Grade?: Technology Use and Educational Performance in PISA 2006, OECD Publishing, Paris.
[7]	OECD. (2016, December 6). PISA 2015 results (volume I): Excellence and equity in education. Retrieved from https://www.oecd.org/en/publications/pisa-2015-results-volume-i_9789264266490-en.html (Accessed by April 5, 2025).
[8]	OECD (2017), PISA for Development Assessment and Analytical Framework: Reading, Mathematics and Science, Preliminary Version, OECD Publishing, Paris.
[9]	OECD. (2022). PISA 2022 results (Volume I and II) - Country notes: Singapore. OECD Publishing.
[10]	OECD (2024), PISA 2022 Technical Report, PISA, OECD Publishing, Paris.
[11]	Papanastasiou, E. C., Zembylas, M., & Vrasidas, C. (2005). An examination of the PISA database to explore the relationship between computer use and science achievement. Educational Research & Evaluation, 11(6), 529-543. https://doi.org/10.1080/13803610500254824
[12]	Spiezia, V. (2010). Does computer use increase educational achievements? Student-level evidence from PISA. OECD Journal: Economic Studies, (1), pp. 1-24. https://doi.org/10.1787/eco_studies-2010-5km33scwlvkf
[13]	Tømte, C., & Hatlevik, O. E. (2011). Gender-differences in self-efficacy ICT related to various ICT-user profiles in Finland and Norway: How do self-efficacy, gender and ICT-user profiles relate to findings from PISA 2006. Computers & Education, 57(1), 1416-1424. https://doi.org/10.1016/j.compedu.2010.12.011
[14]	UNESCO Institute for Statistics. (2009). Guide to measuring information and communication technologies (ICT) in education (Technical Paper No. 2). UNESCO. https://uis.unesco.org/sites/default/files/documents/guide-to-measuring-information-and-communication-technologies-ict-in-education-en_0.pdf
[15]	Wong, P. (2011). Case study: Singapore. In Transforming education: The power of ICT policies (pp. 37-66). Open Access. https://unesdoc.unesco.org/ark:/48223/pf0000211842
[16]	Zhong, Z. (2011). From access to usage: The divide of self-reported digital skills among adolescents. Computers & Education, 56(3), 736-746. https://doi.org/10.1016/j.compedu.2010.10.016
[17]	Zhang, D. (2016). How does ICT use influence students' achievements in math and science over time? Evidence from PISA 2000 to 2012. EURASIA Journal of Mathematics, Science & Technology Education, 12(9), 2431-2449. https://doi.org/10.12973/eurasia.2016.1297a

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Wu, Y. (2025). ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022. Science Journal of Education, 13(2), 69-81. https://doi.org/10.11648/j.sjedu.20251302.13

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Wu, Y. ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022. Sci. J. Educ. 2025, 13(2), 69-81. doi: 10.11648/j.sjedu.20251302.13

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AMA Style

Wu Y. ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022. Sci J Educ. 2025;13(2):69-81. doi: 10.11648/j.sjedu.20251302.13

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@article{10.11648/j.sjedu.20251302.13,
  author = {Yi Wu},
  title = {ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022
},
  journal = {Science Journal of Education},
  volume = {13},
  number = {2},
  pages = {69-81},
  doi = {10.11648/j.sjedu.20251302.13},
  url = {https://doi.org/10.11648/j.sjedu.20251302.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251302.13},
  abstract = {This study investigates the relationship between Information and Communication Technology (ICT) use and secondary students’ scientific literacy in Singapore and the United States, drawing on data from the 2022 Programme for International Student Assessment (PISA). By comparing two contrasting national contexts—Singapore’s centralized, academically aligned ICT strategies and the United States’ decentralized and heterogeneous implementation—this research explores how ICT usage, access, and instructional quality shape student outcomes in science education. Employing hierarchical cluster analysis and two-level Hierarchical Linear Modeling (HLM), the study addresses three core questions: (1) How do ICT usage patterns differ between students in Singapore and the U.S.? (2) What are the distinctive features of ICT engagement in each context? and (3) To what extent do ICT-related factors predict students’ scientific literacy? The analysis reveals that although U.S. students report higher frequency of ICT use, particularly for leisure or informal purposes, Singaporean students experience more structured, curriculum-integrated ICT environments—associated with greater digital self-efficacy and stronger academic outcomes in science. Crucially, the study identifies school climate and teacher capacity as key mediators of ICT’s educational impact. In Singapore, strong professional development, clearly defined pedagogical goals, and coordinated extracurricular programs amplify the benefits of digital tools. Conversely, in the U.S., fragmented ICT integration and limited teacher support undermine the potential of technology to enhance scientific understanding. The findings underscore the importance of intentional and pedagogically coherent ICT implementation. Rather than viewing technology as a neutral or inherently beneficial tool, this study argues that its effectiveness depends on system-level alignment with teaching practices, professional development, and equitable resource distribution. The results offer actionable implications for education policymakers and leaders: a structured, goal-driven approach to ICT—supported by trained educators and inclusive infrastructures—is critical to advancing scientific literacy in the digital age. Future research should extend this cross-national analysis to broader subject areas and more diverse educational systems to inform global strategies for equitable and effective technology integration.
},
 year = {2025}
}

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T1  - ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022

AU  - Yi Wu
Y1  - 2025/04/29
PY  - 2025
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VL  - 13
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Author Information

Yi Wu

Department of Education Policy Studies, College of Education, Pennsylvania State University, State College, Pennsylvania, The United States

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http://orcid.org/0009-0004-9984-3813

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Wu, Y. (2025). ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022. Science Journal of Education, 13(2), 69-81. https://doi.org/10.11648/j.sjedu.20251302.13

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ACS Style

Wu, Y. ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022. Sci. J. Educ. 2025, 13(2), 69-81. doi: 10.11648/j.sjedu.20251302.13

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AMA Style

Wu Y. ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022. Sci J Educ. 2025;13(2):69-81. doi: 10.11648/j.sjedu.20251302.13

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@article{10.11648/j.sjedu.20251302.13,
  author = {Yi Wu},
  title = {ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022
},
  journal = {Science Journal of Education},
  volume = {13},
  number = {2},
  pages = {69-81},
  doi = {10.11648/j.sjedu.20251302.13},
  url = {https://doi.org/10.11648/j.sjedu.20251302.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251302.13},
  abstract = {This study investigates the relationship between Information and Communication Technology (ICT) use and secondary students’ scientific literacy in Singapore and the United States, drawing on data from the 2022 Programme for International Student Assessment (PISA). By comparing two contrasting national contexts—Singapore’s centralized, academically aligned ICT strategies and the United States’ decentralized and heterogeneous implementation—this research explores how ICT usage, access, and instructional quality shape student outcomes in science education. Employing hierarchical cluster analysis and two-level Hierarchical Linear Modeling (HLM), the study addresses three core questions: (1) How do ICT usage patterns differ between students in Singapore and the U.S.? (2) What are the distinctive features of ICT engagement in each context? and (3) To what extent do ICT-related factors predict students’ scientific literacy? The analysis reveals that although U.S. students report higher frequency of ICT use, particularly for leisure or informal purposes, Singaporean students experience more structured, curriculum-integrated ICT environments—associated with greater digital self-efficacy and stronger academic outcomes in science. Crucially, the study identifies school climate and teacher capacity as key mediators of ICT’s educational impact. In Singapore, strong professional development, clearly defined pedagogical goals, and coordinated extracurricular programs amplify the benefits of digital tools. Conversely, in the U.S., fragmented ICT integration and limited teacher support undermine the potential of technology to enhance scientific understanding. The findings underscore the importance of intentional and pedagogically coherent ICT implementation. Rather than viewing technology as a neutral or inherently beneficial tool, this study argues that its effectiveness depends on system-level alignment with teaching practices, professional development, and equitable resource distribution. The results offer actionable implications for education policymakers and leaders: a structured, goal-driven approach to ICT—supported by trained educators and inclusive infrastructures—is critical to advancing scientific literacy in the digital age. Future research should extend this cross-national analysis to broader subject areas and more diverse educational systems to inform global strategies for equitable and effective technology integration.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022

AU  - Yi Wu
Y1  - 2025/04/29
PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251302.13
DO  - 10.11648/j.sjedu.20251302.13
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 69
EP  - 81
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20251302.13
AB  - This study investigates the relationship between Information and Communication Technology (ICT) use and secondary students’ scientific literacy in Singapore and the United States, drawing on data from the 2022 Programme for International Student Assessment (PISA). By comparing two contrasting national contexts—Singapore’s centralized, academically aligned ICT strategies and the United States’ decentralized and heterogeneous implementation—this research explores how ICT usage, access, and instructional quality shape student outcomes in science education. Employing hierarchical cluster analysis and two-level Hierarchical Linear Modeling (HLM), the study addresses three core questions: (1) How do ICT usage patterns differ between students in Singapore and the U.S.? (2) What are the distinctive features of ICT engagement in each context? and (3) To what extent do ICT-related factors predict students’ scientific literacy? The analysis reveals that although U.S. students report higher frequency of ICT use, particularly for leisure or informal purposes, Singaporean students experience more structured, curriculum-integrated ICT environments—associated with greater digital self-efficacy and stronger academic outcomes in science. Crucially, the study identifies school climate and teacher capacity as key mediators of ICT’s educational impact. In Singapore, strong professional development, clearly defined pedagogical goals, and coordinated extracurricular programs amplify the benefits of digital tools. Conversely, in the U.S., fragmented ICT integration and limited teacher support undermine the potential of technology to enhance scientific understanding. The findings underscore the importance of intentional and pedagogically coherent ICT implementation. Rather than viewing technology as a neutral or inherently beneficial tool, this study argues that its effectiveness depends on system-level alignment with teaching practices, professional development, and equitable resource distribution. The results offer actionable implications for education policymakers and leaders: a structured, goal-driven approach to ICT—supported by trained educators and inclusive infrastructures—is critical to advancing scientific literacy in the digital age. Future research should extend this cross-national analysis to broader subject areas and more diverse educational systems to inform global strategies for equitable and effective technology integration.

VL  - 13
IS  - 2
ER  -

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