ICT Use in Mathematics Lessons and the Mathematics Achievement of Secondary School Students by International Comparison: Which Role Do School Level Factors Play?

Autor/inn/en	Eickelmann, Birgit; Gerick, Julia; Koop, Christian
Titel	ICT Use in Mathematics Lessons and the Mathematics Achievement of Secondary School Students by International Comparison: Which Role Do School Level Factors Play?
Quelle	In: Education and Information Technologies, 22 (2017) 4, S.1527-1551 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-016-9498-5
Schlagwörter	Computer Uses in Education; Mathematics Instruction; Mathematics Achievement; Secondary School Mathematics; Secondary School Students; Institutional Characteristics; Achievement Tests; Foreign Countries; International Assessment; Grade 9; Hierarchical Linear Modeling; Path Analysis; Regression (Statistics); Australia; Germany; Netherlands; Norway; Singapore; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Computernutzung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Pfadanalyse; Regression; Regressionsanalyse; Australien; Deutschland; Niederlande; Norwegen; Singapur
Abstract	By means of an international comparison, the research presented in the article aims to identify supporting and hindering school level factors for the use of ICT in secondary school mathematics lessons. The relationship between ICT use and the performance of Grade 9 students in mathematics is examined and further integrated into a multi-level model including school level factors. Against the background of a theoretical allocation (1) the IT equipment of schools, (2) school leadership, (3) aspects of school goals and educational strategies as well as (4) teachers' attitudes will be analyzed by means of a multi-level regression model as well as a multi-level path model including the mathematics achievement of students as measured in the context of PISA 2012. Representative school and student data from five countries, namely Australia, Germany, the Netherlands, Norway and Singapore are taken into consideration, as the integration of ICT in teaching and learning is firmly emphasized in these countries (overall 24,579 students in 1263 schools). By modeling the complex structure, school characteristics are examined with respect to their effect on the use of ICT for mathematics teaching. Moreover, the relation between different factors and students' mathematics achievement will be synchronously assessed in the different educational systems. The results show that characteristics at school level do play a major role in the integration of ICT into teaching and learning and turn out to be relevant across the educational systems. In addition to further in-depth country-specific findings, the results point to cross-national future challenges in the field of using technologies to enhance teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01