Research of the Impact of School Digitization Levels on Students' Academic Achievement—Moderating Effects of School Type

ABSTRACT

Digital transformation of education has become one of the focuses of attention and research in the field of education at home and abroad. This study aims to investigate the impact of school digitization level on academic achievement, to explore the deep relationship between schools, teachers, and students, to construct a theoretical model of the impact of school digitization level on academic achievement, to select school questionnaire data from the PISA dataset in 2022, to retain 12,734 valid samples after data screening and processing, and to carry out empirical analysis. The results show that school digitization level can directly affect academic achievement; school digitization level has a significant positive effect on academic achievement through learning behaviour; school digitization level does not indirectly affect academic achievement through teaching behaviour; but school digitization level can positively affect the educational effect through the chain mediation of teaching behaviour and learning behaviour. School type has a moderating effect on the chain mediating role of school digitization level affecting students' academic achievement, while school type also has a moderating effect on the mediating path of school digitization level affecting students' academic achievement through teaching behaviours. This provides some reference and enlightenment for us to further promote the development of educational digitization.