The purpose of this study was to examine the effects of computer using on mathematics achievement. The sample was prepared from students who participated in Programme for International Student Assessment (PISA) in Turkey. These data consisted of 3326 15 year-old Turkish students in 157 schools. Analysis was done with hierarchical linear model. Furthermore, it was shown that frequencies of the aims of students’ computer use. Two-level model was used to estimate coefficients and modeled differences across school types. Results from this study indicated that male students, computer facilitates at home, cultural possessions, economic social and cultural status and quality of schools’ educational resources variables had significantly positive effects and attitudes towards computers variable was no significant role in students’ mathematical performance. Students who never use a home computer for learning in education obtained lower scores in mathematics
