ICT Use at Home for School-Related Tasks: What Is the Effect on a Student's Achievement? Empirical Evidence from OECD PISA Data

Autor/inn/en	Agasisti, Tommaso; Gil-Izquierdo, María; Han, Seong Won
Titel	ICT Use at Home for School-Related Tasks: What Is the Effect on a Student's Achievement? Empirical Evidence from OECD PISA Data
Quelle	In: Education Economics, 28 (2020) 6, S.601-620 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agasisti, Tommaso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2020.1822787
Schlagwörter	Academic Achievement; Computer Use; Homework; Family Environment; Correlation; Scores; Low Achievement; High Achievement; Foreign Countries; International Assessment; Achievement Tests; Secondary School Students; Adolescents; Student Characteristics; Reading Achievement; Mathematics Achievement; Science Achievement; Austria; Belgium; Denmark; Finland; Germany; Greece; Ireland; Italy; Netherlands; Portugal; Spain; Sweden; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Hausaufgabe; Familienmilieu; Korrelation; Unterdurchschnittliche Leistung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Österreich; Belgien; Dänemark; Finnland; Deutschland; Griechenland; Irland; Italien; Niederlande; Spanien; Schweden
Abstract	In this paper, we have employed data from the OECD's Programme for International Student Assessment (PISA, 2012 edition) on the EU-15 countries in order to investigate the effect of using ICT at home on achievement. By employing Propensity Score Matching, we provide robust evidence that in most countries there is a negative association between using computers intensely for homework and achieving lower test scores across all subjects. Such negative effect affects the achievement of both low- and high-performing students and is robust to a specification that consider unobservable self-sorting of students across schools. Our findings suggest that a more cautious approach should be taken with regards to the wide-spread use of digital innovation as a means to support students' out-of-school work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01