(IJACSA) International Journal of Advanced Computer Science and Applications,

Vol. 10, No. 8, 2019

Impact of ICT on Students‘ Academic

Performance: Applying Association Rule Mining
and Structured Equation Modeling
Mohammad Aman Ullah1, Mohammad Manjur Alam2, Ahmed Shan-A-Alahi3
Mohammed Mahmudur Rahman4, Abdul Kadar Muhammad Masum5, Nasrin Akter6
Dept. of Computer Science and Engineering
International Islamic University Chittagong
Chittagong-4203, Bangladesh

Abstract—Information and communication technology (ICT)

plays a significant role in university students’ academic
To meet the objectives, the data were collected from
performance. This research examined the effect of ICT on the different private universities of Chittagong, Bangladesh.
students’ academic performance at different private universities Descriptive statistics, reliability analysis, Confirmatory Factor
in Chittagong, Bangladesh. Primary data have been collected Analysis, OLS regression, path analysis and data mining
from the students of those universities using a survey algorithms such as Association rule mining and éclat have
questionnaire. Descriptive Statistics, Reliability Analysis, been employed to weigh up the comparative significance of
Confirmatory Factor Analysis, OLS regression, Structured the features. The overall results from statistical and data
Equation Modeling (SEM) and Data Mining algorithms such as mining analysis indicated that, there is a statistically
Association rule mining and éclat have been employed to significant relationship between ICT use and students‘
evaluate the comparative importance of the factors in identifying academic performance. Also, student‘s addiction to ICT has a
the academic performance of the students. From a statistical and significant influence in comparative measurement in
mining perspective, overall results indicate that there is a identifying the academic performance of the students. But, the
significant relationship between ICT use and students’ academic overuse of ICT hampers outcome to a large extend.
performance. Also, student’s addiction to ICT has a significant
influence on the comparative measurement in identifying the II. BACKGROUND
academic performance of the students. Finally, some
recommendations are provided on the basis of the findings. The inadequate or lack of ICT facilities appears as significant
barriers in students ICT usage. Although students‘ perceptions are
Keywords—Information and Communication Technology explained in diverse studies as important significant variables to
(ICT); student; academic; performance; association rule mining analyze ICT usage, which only depends on enough ICT facilities
[7-10], [17], [27]. In conducting multi-media classrooms ICT
I. INTRODUCTION infrastructure was found to play a significant role [17]. However,
The application and effect of Information and Students are not using ICT always for an academic purpose;
Communication Technology (ICT) is considered to be a topic however, it can be used for the different purposes. For instance,
of interest in different areas of real life mostly in education. students might use ICT to make class equipment or for individual
Educators can now use ICT as a tool that allows modifying the use [27]. The application of ICT and its effect on student
instructional approach in the classroom in order to get better throughput in university education was not reflected to be ideal so
students‘ performance. Learning institutions are adopting ICT far; rather it shows mixed results in the previous study. Previous
based instructional approach and presenting ICT oriented research has failed to give a logical idea regarding the con-
academic programs. Recently, the Government of Bangladesh sequence of ICT on students‘ success. Firstly, some literature
has also adopted the use of ICT in the Bangladeshi educational could not show a real outcome of ICT on students‘ perfor- mance
Institutions (home and abroad), giving the importance on this in university education. There are very rare experiential support
topic. Therefore, students own the ICT facilities for both the about the influence and efficacy of ICTs on students‘ academic
academic and non-academic purposes using diverse smart performance at university level both in developed and
devices and the internet. The use of the ICT in both the underdeveloped countries [29-31]. The research done so far does
academic and non-academic purposes poses the demands to not clearly reflect pure effects of ICT on student‘s academic
evaluate the students‘ honesty and the academic performance. achievements [25], which on the other hand demands the
Therefore, the objectives of this research are: synchronization and regularity regarding the ICTs effect due to
methodological restrictions [3]. There are many factors found by
1) To uncover the effect of ICT on the academic performance of different empirical studies for performance improvement at the
students at various universities in Chittagong, Bangladesh. university level, but neither of the study emphasizes on the ICT
2) To find the relationship between the use of ICT for use, rather emphasized on how it was
academic and non- academic purposes by students

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 (IJACSA) International Journal of Advanced Computer Science and Applications,
Vol. 10, No. 8, 2019

used [23]. The research related to the use of ICT in teaching other hand, the information used in part B has been discussed
and learning by teachers has been done in several surveys [6] in Table II. The study was performed using the Statistical
[26]. Package for Social Sciences (IBM SPSS Statistics, Version
24.0), STAT 12, Smart PLS3 and R programming language.
As per the surveys conducted by [24][12], the students of
colleges and universities in developed countries use the ICT in IV. RESULT AND ANALYSIS
all their learning activities. But, due to the over accesses of
amusing materials through ICT tools hamper their overall A. Background Characteristics of Respondents
performance [14][16][19][28]. They have conducted their This is undertaken with a view to giving an idea about the
survey in Bangladesh and Indonesia, respectively, and found dataset. Percentage method was used to describe the
that, about 80% of the respondents do not agree that the ICT is background characteristics of this dataset. The implication of
useful in improving the academic performance; they rather Table I is that most of the respondents 132 (62.9%) were males
think it as a source of entertainment. In [1], the authors while only 78 (37.1%) of them were females. The study also
reported the totally different result. According to his survey of implies that, 26.7% of students use the internet for about 1 to 2
various Bahraini universities, students are more motivated to hours, 24.8% for three hours, and 47.6% for more than 4 hours
learn through ICT and thus improve students‘ performance. A daily. Table I also reveal that 96.7% students browse the
Similar result was found by [11][13][22]. A Result Prediction internet regularly for different purposes. According to the
System was developed by [4] to carry out association rule findings of the research, half (50.5%) of the students uses a
mining automatically on the collection of earlier student‘s laptop on their academic purpose, 34.3% have access only to
results and predicts the current students‘ results. Before it, they the internet for their academic purpose, 49.0% of the students
have also clustered the subjects on the basis of unique criteria use the internet solely for academic purposes. 67.7% of the
of the subjects. A study was conducted on 320 undergraduate students‘ use the ICT in non-academic purpose. This research
students in Ghana to find the impact of some selected ICT found that, students with CGPA <3 is 28.1%, 3-3.3 is 38.6%
devices in students‘ academic performance. They have and 3.5- 4.00 is 33.6%.
conducted statistical experiments such as descriptive statistics
and regression in their study and found that, tools such as email B. Descriptive Statistics
intensify the student‘s academic performance [18]. The individual items in the Questionnaire, Indicators of five
original dimensions and their means, standard deviations, and
Consequence of ICT on students‘ academic outcome of
result of reliability items (Cronbach‘s Alpha if Item deleted)
four Saudi Universities was investigated by [5] in the study are performed in Table II. The overall mean and standard
they have used structure equation modeling for validating their
deviation of different items is 1.946 and 0.626 respectively. The
research model. Their findings show that use of ICT increases
Result of reliability items in SPSS shows that, there is an
students‘ performance, in particular women, but the university
internal consistency between the items in questionnaire related
IT course has no influence on the overall academic
to the students‘ academic performance. The overall Cronbach‘s
outcome.[2] applied the propensity score matching method to Alpha is 0.844.
identify the consequence of ICT use on academic achievement
by the school students in Argentina. Their study found no TABLE. I. BASIC INFORMATION PROFILE
significant relationship between ICT use and academic
program. So, it is evident from the literature review that, the Variables Category of variable Frequency Percent (%)
performance may or may not improve due to ICT use; it also
Male 132 62.9
depends on other factors. This study tries to find the exact Gender
association between these factors and impart the real picture. Female 78 37.1
Internet Browse Yes 203 96.7
III. METHODOLOGY AND DATA COLLECTIONS
Regularly No 7 3.3
The data have been collected for this study from different
private universities of Chittagong, Bangladesh such as Zero hour 2 1
International Islamic University Chittagong (39.5%), Premier Browsing 1 to 2 hours 56 26.7
University Chittagong (21.4%), BGC Trust University (18.6%), Period(Daily) Three hours 52 24.8
Port City International University (9%), Chittagong
Independent University (9%), and East Delta University Four or more 100 47.6
(2.4%,) from 2nd to 8th semester students. A total of 210 Laptop 106 50.5
student data has been collected randomly using a structured Use of
questionnaire during the spring 2018 semester. For determining Technology Desktop 30 14.3

the sample size, the "rule of thumb is larger than 30 and less personal mobile 72 34.3
than 500" [20-21] was maintained. Questionnaires were Less than 3 59 28.1
designed by two parts. Part A was the basic information and
Average CGPA 3.0-3.5 81 38.6
part B was the different dimension of students‘ academic
performance by using the 5-point Likert scale. Part A was >3.5 70 33.3
collected using the features such as Name, University Name, Internet use in Yes 142 67.7
Semester, Department, Gender, Use of Technology, Regularly Non-Academic
Internet Browsing Time, Browsing Period, and CGPA. On the Purpose No 68 32.3

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TABLE. II. DESCRIPTIVESTATISTICS OF INDIVIDUAL ITEM SCALE Hypothesis: There is no statistically significant
relationship between the students‘ use of ICT and their
Cronbach’s academic performance.
Individual Items in Item Standard Alpha if
Mean
Questionnaire indicators Deviation Item The model shown in Fig. 1 describes the internal
Deleted
consistency of different items along with regression
ICT in Class Room IC 3.219 1.003 0.827
coefficients and R-square value. In order to evaluate the
internal consistency of the factor loading, most of the factors
Multimedia classroom IC1 3.362 1.146 0.828 exceed the limiting value 0.70 [32] are shown except IC5,
OC1, OC2, OT1 AI1, and AI3. The factors IC5, OC1, OC2,
To count attendance in a
class
IC2 3.267 1.285 0.825 OT1, AI1, and AI3 are considered, because their result of
reliability items on Cronbach‘s Alpha is greater than 0.70. The
To achieve the proposed model explained 34.5% variance in the academic
IC3 3.286 1.273 0.826
curriculum goals
impact of ICT. Under the reflective measurement model,
Use of ICT by teacher
IC4 3.286 1.266 0.831 cronbach‘s alpha, composite reliability, and the average
during lecture variance extracted (AVE) are assessed. From Table III it is
To take class by the
shown that although Cronbach‘s Alpha of one variable is low,
projector
IC5 2.895 1.057 0.827 but composite reliability and the AVE satisfy the minimum
cutoff value 0.7 and greater than 0.5 [32]. Although reliability
Outside the Class values greater than 0.70 is good, but between 0.60– 0.70 is
OC 2.268 0.611 0.836
Room also acceptable if another dimension of the construct‘s validity
To prepare homework or is good [15].
OC1 3.21 1.235 0.843
assignment
Table IV indicates that all construct shows satisfactory
Preparation of
OC2 2.762 1.054 0.834
discriminant validity, where the diagonal value is larger than
examination the correlations (off-diagonal) for all reflective constructs
[32]. Table V reports that, multi-collinearity has not been
Watching academic
lecture
OC3 2.605 1.008 0.834 detected for independent variables (Addiction of ICT, ICT in
Class Room, Opinion towards ICT Use, Outside the Class
Field study OC4 2.762 1.007 0.834 Room). Table VI shows the overall fit of the structural model.
Opinion Towards ICT
It is evident that, addiction of ICT is the most influential effect
OT 1.114 0.54 0.836 on students academic impact β = 0.565, followed by Opinion
Use
towards ICT use in academic purpose β = 0.116. But ICT use
I spent most of the time in inner and outer in the classroom has not been significant.
OT1 2.719 2.183 0.835
with ICT
The probable reason is that, the teachers‘ do not use ICT tools
Share personal in the classrooms or the ICT facilities in different institutions
presentation and OT2 2.852 1.425 0.837 are not well enough. The overall structural model has shown
information. in Fig. 2.
Addiction of ICT Ad 1.215 0.451 0.837

Using ICT my academic

Ad1 3.224 1.288 0.843
productivity decreased

Playing game in online Ad2 2.852 1.328 0.83

Academic Impacts AI 1.913 0.523 0.847

ICT improves students‘

performance on AI1 3.176 1.317 0.85
examinations

Using ICT subjective

AI2 3.144 1.278 0.842
knowledge is good

To find scholarship AI3 3.276 1.206 0.849

Overall 210 1.946 0.626 0.844

Dependent variable: Academic Impact

C. Confirmatory Factor Analysis (CFA) and Structured

Equation Modeling (SEM)
CFA has been used to justify the model fit of the hypothe-
sized structure. The following hypothesis has been considered
in the Structural equation model: Fig. 1. The Hypothesized Structured Model.

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TABLE. III. CONSTRUCT RELIABILITY AND VALIDITY

Loading Cronbach's Composite Average Variance

Variables Alpha Reliability Extracted (AVE)

Academic
0.676 0.724 0.807
Impacts

Addiction of ICT 0.837 0.831 0.715

ICT in Class
0.879 0.91 0.673
Room

Opinion Towards
0.697 0.775 0.632
ICT Use

Outside the Class

0.713 0.808 0.616
Room

TABLE. IV. FACTOR MATRIX SHOWING DISCRIMINANT VALIDITY

Fig. 2. Path Coefficient with T-Value.
Acade Addicti ICT in Opinion Outside
Variables mic on of Class Towards the Class
Impacts ICT Room ICT Use Room D. Students Performance Estimation using OLS Regression
Ordinary least squares regression analyses were also carried
Academic
0.691 out in this study. The academic impact was used as dependent
Impacts
variable and addiction of ICT, ICT in the classroom, opinion
Addiction towards ICT use, and ICT use outside the classroom was used as
0.578 0.846
of ICT independent variables. The proposed model is
ICT in
Class 0.228 0.372 0.821
Y = α + β1X1 + β2X2 + β3X3 + β4X4 +U (1)
Room Where, the dependent variable Y is the Academic impact
Opinion of ICT, X1 = ICT in the classroom, X2 = ICT use outside the
Towards 0.252 0.301 0.367 0.729 classroom, X3 = Opinion towards ICT Use, X 4 = Addiction of
ICT Use ICT, and U= Disturbance term. The details‘ regression results
Outside the have been given below.
Class 0.187 0.355 0.555 0.504 0.718 Table VII shows the F test for the regression model which
Room
evaluates the statistical significance of the overall regression
model. The F-value is the mean square regression (3.483)
TABLE. V. COLLINEARITY STATISTICS (VIF) divided by the Mean Square Residual (0.211). The p-value
Variables VIF
associated with this F value is very small (0.000). The value of
R-square is 0.243 reflects that 24% of the variation in
Addiction of ICT 1.225 academic impacts can be predicted from the combination of
ICT in Class Room 1.535 independent variables ICT in the classroom, outside the
Opinion Towards ICT Use 1.384
classroom, opinion towards ICT use, addiction of ICT. Table
VIII shows that, the relative importance of significant
Outside the Class Room 1.731 dimension is observed by the regression coefficient. By
analyzing the results, it is shown that, the variable Addiction
TABLE. VI. PATH COEFFICIENT of ICT has the highest regression coefficient with the
significance p- value (p 0.01). This means that ―Addiction of
T P ICT‖ dimension is the main predictor in the estimation of OLS
Coeffic Standard
Relationship Statisti Valu
ient Error
cs Es
regression. All the other variables are not significant.

ICT in Class Room -> TABLE. VII. SUMMARY OF REGRESSION MODEL AND ANOVA
7.5 0.059 0.366 0.357
Academic Impacts
Outside the Class Room -> Source SS df MS
-0.084 0.07 1.198 0.116
Academic Impacts Model 13.933 4 3.483 Number of obs =210, F (4, 205)
= 16.48
Opinion Towards ICT Use ->
0.116 0.069 1.692 0.043 Prob > F= 0
Academic Impacts Residual 43.329 205 0.211
R-squared = 0.243
Addiction of ICT -> Academic Adj R-squared= 0.229,
0.565 0.053 10.648 0 Total 57.263 209 0.274
Impacts Root MSE= 0.459

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TABLE. VIII. REGRESSION COFFICIENT

Academic Impacts Coefficient Standard Error T Statistics P>t 95% Conf.Interval

ICT in Class Room 0.025083 0.0370895 0.68 0.5 -0.048 0.0982
Outside the Class Room -0.03696 0.0647209 -0.57 0.569 -0.1645 0.0906
Opinion Towards ICT Use 0.086031 0.0660603 1.3 0.194 -0.0442 0.2162
Addiction of ICT 0.536722 0.0766979 7 0 0.3855 0.6879
Constant 1.168289 0.1381918 8.45 0 0.8958 1.4407

E. Data Mining respectively. In Table X few of them with higher influence is

shown. By applying eclat algorithms, total 59 rules were
In this research, Association rule mining was used, which generated. In total 230 rows and 18 columns (details shown in
is one of the famous data mining methods for detecting and Table IX and Table X), Internet_Browse_ Regularly=Yes was
extracting useful information from transaction data. From found to be a most frequent item and influential factor for
among several association rule mining algorithms, this CGPA improvement of both the algorithms.
research mine association rules using both the A prior and
eclat algorithm in R using a package called a rule. Moreover, TABLE. IX. MOST FREQUENT ITEMS
these methods generate a large number of available rules and
make it difficult to relocate interesting ones. Therefore, this Items Frequency
research found the one by applying different support and Internet_Browse_Regularly=Yes 203
confidence level. At initial levels, after applying the A prior
Gender=Male 132
algorithm with low support and confidence value, total 1592
rules was generated. Later the test was done on different Technology=Laptop 106
support and confidence values and stops at support value 0.07 cgpa1=Excellent 105
and confidence value 0.5 and got 383 association rules. After cgpa1=good 105
carefully f i l t er in g the rules with confidence value 0.8, 131
quality rules were generated. Fig. 3, 4, 5 and 6 shows the (Other) 607
Scatter and a matrix plot of the rules before and after filtering
TABLE. X. FREQUENT RULES
Sorted
Lhs Rhs Support Confidence Lift Count
No
15 {Technology=Internet, Browsing_Period=Two Hour} {cgpa1=Excellent} 0.038 0.615 1.231 8
{Technology=Internet,Internet_Browse_Regularly=Yes,
16 {cgpa1=Excellent} 0.038 0.615 1.231 8
Browsing_Period=Two Hour}
18 {Technology=Desktop,Browsing_Period=Three Hour} {cgpa1=Excellent} 0.029 0.6 1.2 6
{Technology=Desktop, Internet_Browse_Regularly=Yes,
13 {cgpa1=Excellent} 0.029 0.667 1.333 6
Browsing_Period=Three Hour}
17 {Technology=Desktop,Browsing_Period=Two Hour} {cgpa1=Excellent} 0.014 0.6 1.2 3
{Technology=Desktop,Internet_Browse_Regularly=Yes,Browsing_Period=Two
19 {cgpa1=Excellent} 0.014 0.6 1.2 3
Hour}
6 {Technology=Internet,Browsing_Period=One Hour} {cgpa1=Excellent} 0.014 0.75 1.5 3
{Technology=Internet,Internet_Browse_Regularly=Yes,Browsing_Period=One
7 {cgpa1=Excellent} 0.014 0.75 1.5 3
Hour}
9 {Internet_Browse_Regularly=No,Browsing_Period=Three Hour} {cgpa1=Excellent} 0.01 0.667 1.333 2
10 {Technology=Laptop,Internet_Browse_Regularly=No} {cgpa1=Excellent} 0.01 0.667 1.333 2
2 {Technology=Internet,Internet_Browse_Regularly=No} {cgpa1=Excellent} 0.01 1 2 2
{Technology=Internet,Internet_Browse_Regularly=No,Browsing_Period=Three
4 {cgpa1=Excellent} 0.01 1 2 2
Hour}
11 {Technology=Laptop,Browsing_Period=Two Hour} {cgpa1=good} 0.076 0.667 1.333 16
{Technology=Laptop,Internet_Browse_Regularly=Yes,Browsing_Period=Two
8 {cgpa1=good} 0.071 0.682 1.364 15
Hour}
14 {Internet_Browse_Regularly=Yes,Browsing_Period=One Hour} {cgpa1=good} 0.038 0.615 1.231 8
{Technology=Laptop,Internet_Browse_Regularly=Yes,Browsing_Period=One
12 {cgpa1=good} 0.019 0.667 1.333 4
Hour}
3 {Technology=Desktop,Browsing_Period=One Hour} {cgpa1=good} 0.014 1 2 3
{Technology=Desktop,Internet_Browse_Regularly=Yes,Browsing_Period=One
5 {cgpa1=good} 0.014 1 2 3
Hour}
1 {Browsing_Period=Zero Hour} {cgpa1=good} 0.01 1 2 2

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V. COMPARISON
This research compares the OLS regression analysis and
path structural equation modeling. Although path analysis is
an extension of linear regression model used to examine the
relationships between measured variables, but it is a highly
flexible and extensible methodology. Tests associated with
both methods are satisfied with their assumption. The OLS
regression and path structural equation model identify
different relationships between variables in the model. Both
models include the same predictor and predicted variables in
different items. Although statistical tests of significance and
an R-square value slightly differ, but the variable ―Addiction
of ICT‖ is the main significant comparative predictor in both
models. The result from association rule mining also reflects
Fig. 3. Scatter Plot of Rules before Filtering. the same, that is, if the student increases the use of ICT then
their CGPA improves provided that, they are using ICT in
academic purpose.
VI. DISCUSSION
The findings of the study show that the student ‗Addiction
of ICT‘ is the most important predictor in the analysis. This
gives the controversial result with the academic impact of
ICT. This result also supports the low value of R2 (0.345 and
0.243) in the studied models. From these findings, drawn
conclusions are that the student academic result is not only
depending on ICT but also has a lot of external and internal
factors. Moreover, Students spent most of the time with ICT in
Fig. 4. Matrix Plot of Rules before Filtering. non-academic purpose.
VII. RECOMMENDATIONS
The authors recommend the following to improve the
students‘ academic performance based on the findings of this
study:
 ICT facilities in classrooms should be improved

 Teachers should conduct their classes by using ICT

 Technology should be used for own advancement and
should control the unnecessary use of technology.

 Students should use ICT for their academic purposes
most of the time.

 All the university should adopt the technology for
academic purposes.

 Students should make aware of ICT use in Education
Fig. 5. Scatter Plot of Rules after Filtering.
VIII. CONCLUSION AND FUTURE WORKS
In this era, ICT plays an important role in day- to-day
activities, including education, so it is high time to evaluate
the impact of ICT on education and to ensure its positive use.
In this context, this study was carried out using Descriptive
statistics, reliability analysis, Confirmatory Factor Analysis,
OLS regression, path analysis, and data mining algorithms
such as Association rule mining and eclat. The study exposes
the negative impact of the academic performance of the
students as the use of ICT if it is not used properly. The study
also shows that if academic or related institutions take the
right steps to use the ICT for academic purposes, education as
Fig. 6. Matrix Plot of Rules after Filtering.
a whole and students ‘ academic performance in particular will

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 (IJACSA) International Journal of Advanced Computer Science and Applications,
Vol. 10, No. 8, 2019

benefit greatly. This study will be extended in future to Recommendations", Journal of Advertising, vol. 46, no. 3, pp. 454-454,
compare the impact of ICT on the performance of students in 2017.
private universities with that of students in the public [16] M. Islam and M. Fouji, ―The impact of ICT on students‘ performance:
A case study of ASA University Bangladesh‖, ASA University Review,
university of the country. The data set will also be enlarged v o l . 4, no. 2, p p . 101-106, 2010.
and the prediction from this data set will be included.
[17] K.Mumcu and K. Usluel, ―Mesleki ve teknik okul ogretmenlerinin
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