Relationships between using modern ICT educational resources and schoolchildren's academic performance

Introduction. The article investigates the contradictory problem of creating a cognitive educational environment within the context of preventing schoolchildren from using modern information technologies in the classroom in Russian schools. The purpose of the article is to analyze the relationships between the use of ICT resources by schoolchildren and their academic achievements. Materials and Methods. The study used both qualitative and quantitative methods. Based on Russian data from the international comparative study PISA 2015 (n = 6036) and 2018 (n = 7608) factorial and regression analysis was carried out. Qualitative analysis was conducted on the basis of data collected via interviews with teachers in focus groups (n = 91) at 10 schools in Moscow (the Russian Federation). Results. The data obtained from the interviews with teachers in Moscow schools reveal their negative attitude to the use of electronic devices by school students. The teachers believe that it deteriorates students’ cognitive and metacognitive skills. The factor analysis of the students’ survey data made it possible to distinguish two groups of variables: (1) the use of ICT resources for educational purposes; (2) the game format of their use. Regression analysis showed that the game format of using ICT resources does not worsen the academic performance. Moreover, frequent usage of ICT recourses for educational purposes significantly correlates with high academic achievements. Conclusions. It is concluded that the use of ICT resources as a game tool does not lead to a deterioration in academic performance. At the same time, the frequent use of electronic resources for educational purposes can be an important step towards reducing the risks of academic failure and can contribute to increasing students’ academic achievements.