Internet Use at and outside of School in Relation to Low- and High-Stakes Mathematics Test Scores across 3 Years

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Rozgonjuk, Dmitri; Täht, Karin; Vassil, Kristjan
Titel	Internet Use at and outside of School in Relation to Low- and High-Stakes Mathematics Test Scores across 3 Years
Quelle	In: International Journal of STEM Education, 8 (2021), Artikel 27 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rozgonjuk, Dmitri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-021-00287-y
Schlagwörter	Internet; Educational Technology; Technology Uses in Education; Mathematics Instruction; Mathematics Achievement; Foreign Countries; Secondary School Students; Grade 9; Grade 12; Standardized Tests; High Stakes Tests; Scores; Effect Size; Time; Leisure Time; Correlation; Estonia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; School year 12; 12. Schuljahr; Schuljahr 12; Standadised tests; Standardisierter Test; Zeit; Freizeit; Korrelation; Estland
Abstract	Background: The excessive use of Internet-based technologies has received a considerable attention over the past years. Despite this, there is relatively little research on how general Internet usage patterns at and outside of school as well as on weekends may be associated with mathematics achievement. Moreover, only a handful of studies have implemented a longitudinal or repeated-measures approach on this research question. The aim of the current study was to fill that gap. Specifically, we investigated the potential associations of Internet use at and outside of school as well as on weekends with mathematics test performance in both high- and low-stakes testing conditions over a period of 3 years in a representative sample of Estonian teenagers. Methods: PISA 2015 survey data in conjunction with national educational registry data were used for the current study. Specifically, Internet use at and outside of school as well as on weekends were queried during the PISA 2015 survey. In addition, the data set included PISA mathematics test results from 4113 Estonian 9th-grade students. Furthermore, 3758 of these students also had a 9th-grade national mathematics exam score from a couple of months after the PISA survey. Finally, of these students, the results of 12th-grade mathematics national exam scores were available for 1612 and 1174 students for "wide" (comprehensive) and "narrow" (less comprehensive) mathematics exams, respectively. Results: The results showed that the rather low-stakes PISA mathematics test scores correlated well with the high-stakes national mathematics exam scores obtained from the 9th (completed a couple of months after the PISA survey) and 12th grade (completed approximately 3 years after the PISA survey), with correlation values ranging from r = 0.438 to 0.557. Furthermore, socioeconomic status index was positively correlated with all mathematics scores (ranging from r = 0.162 to 0.305). Controlled for age and gender, the results also showed that students who reported using Internet the longest tended to have, on average, the lowest mathematics scores in all tests across 3 years. Although effect sizes were generally small, they seemed to be more pronounced in Internet use at school. Conclusions: Based on these results, one may notice that significantly longer time spent on Internet use at and outside of school as well as on weekends may be associated with poorer mathematics performance. These results are somewhat in line with research outlining the potentially negative associations between longer time spent on digital technology use and daily life outcomes. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01