Comparing the Relationship between Using Educational Technology in Mathematics and Student Achievement in South Africa and Germany

Autor/inn/en	Saal, Petronella Elize; van Ryneveld, Linda; Graham, Marien Alet
Titel	Comparing the Relationship between Using Educational Technology in Mathematics and Student Achievement in South Africa and Germany
Quelle	In: Journal of Research on Technology in Education, 54 (2022) 4, S.581-598 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saal, Petronella Elize) ORCID (van Ryneveld, Linda) ORCID (Graham, Marien Alet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1904062
Schlagwörter	Foreign Countries; Educational Technology; Mathematics Instruction; Mathematics Achievement; Access to Computers; Computer Uses in Education; Cultural Differences; Internet; Correlation; Tablet Computers; Handheld Devices; Telecommunications; Ownership; Grade 5; Grade 4; Student Characteristics; South Africa; Germany; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Computernutzung; Kultureller Unterschied; Korrelation; Tablet computer; Tablet PC; Computer; Digitalrechner; Telekommunikationstechnik; Eigentum; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Deutschland
Abstract	This study explored the relationship between educational technology and the mathematics achievement of South African and German students. Hierarchical Linear Models (HLM) showed that the availability of computers at school and using computers in the mathematics classroom in South Africa positively associated with the mathematics achievement of students. In Germany, the shared use of a computer/tablet with others at home and internet connection correlated positively with students' mathematics performances while students who owned mobile phones achieved lower mathematics results than their counterparts. Similarly, in both countries, students owning a computer/tablet, students using computers/tablets "every or almost every day" for schoolwork at home, school and other places achieved lower mathematics results than their counterparts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01