Information Technology, Mathematics Achievement and Educational Equity in Developed Economies

Autor/inn/en	Tan, Cheng Yong; Hew, Khe Foon
Titel	Information Technology, Mathematics Achievement and Educational Equity in Developed Economies
Quelle	In: Educational Studies, 43 (2017) 4, S.371-390 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2016.1277137
Schlagwörter	Access to Computers; Educational Technology; Technology Uses in Education; Mathematics Achievement; Secondary School Students; Achievement Tests; Foreign Countries; International Assessment; Socioeconomic Status; Social Capital; Family Influence; Human Capital; Questionnaires; Ownership; Principals; Student Characteristics; Institutional Characteristics; Hierarchical Linear Modeling; Australia; Austria; Belgium; Canada; Switzerland; Chile; Denmark; Finland; France; United Kingdom; Hungary; Ireland; Italy; South Korea; Luxembourg; Mexico; Netherlands; New Zealand; Portugal; Slovakia; Sweden; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Socio-economic status; Sozioökonomischer Status; Sozialkapital; Humankapital; Fragebogen; Eigentum; Principal; Schulleiter; Australien; Österreich; Belgien; Kanada; Schweiz; Dänemark; Finnland; Frankreich; Großbritannien; Ungarn; Irland; Italien; Korea; Republik; Mexiko; Niederlande; Neuseeland; Slowakei; Schweden; USA
Abstract	The present study examined how access to home and school IT resources impacted student mathematics achievement. Data comprised 144,395 secondary school students from 7,308 schools in 22 developed economies who participated in the Programme for International Student Assessment (PISA) 2012. Results of hierarchical linear modelling showed that after controlling for student and school covariates, student achievement benefited from their access to home IT resources (main effect), and from the access to both home IT resources and highly educated mothers (interactive effect). Furthermore, IT resource shortages in school had a detrimental impact on student achievement (main effect), and the shortage accentuated the negative effects of school shortage in qualified teachers on achievement (interactive effect). Lastly, the results showed that students with less home academic and cultural resources were more impacted by IT resource access when compared to peers from advantaged families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01