가정의 경제사회문화적 배경에 따른 ICT 활용이 학업 성취도에 미치는 영향 차이 분석: PISA 2018 데이터를 기반으로

Based on PISA 2018 data, this study analyzed the differences in reading proficiency, math and science achievement, and global competency among Korean students according to the use of ICT as a predictive factor. The study also examined the differences in these variables based on the socioeconomic and cultural background of students' households (ESCS). The study had three main focuses: first, using ICT proficiency as an independent variable and reading proficiency, math and science achievement, and global competency as dependent variables to produce results. Second, dividing households into high, middle, and low socioeconomic groups and analyzing the differences. Third, using the random forest method to analyze the static and non-static effects of predictive factors on the importance of characteristics and the degree of prediction with partial dependence plots. The results were presented visually through data visualization to make the differences more easily recognizable. The results of the analysis showed that school accessibility to ICT and interest in ICT were ranked as the most important features in terms of their correlation with achievement, regardless of the specific proficiency. The predictive factors of ICTHOME, ICTSCH, and HOMESCH had a static impact, while ENTUSE and USESCH had a non-static impact. The results also showed that in the high socioeconomic group, ENTUSE had the highest value for feature importance, while in the low socioeconomic group, INTICT, AUTICT, and ICTCLASS had the highest feature importance values. The results indicate that in the low socioeconomic group, ICT usage in schools is a statically important factor affecting academic achievement more than in the high socioeconomic group. Given the impact of COVID-19, this study highlights the importance of ICT-based education for vulnerable students from disadvantaged socioeconomic backgrounds, emphasizing the need for a preparedness plan for ICT-based education.