A dataset from <scp>TIMSS</scp> to examine the relationship between computer use and mathematics achievement

Kadijevich, Djordje M.

doi:10.1111/bjet.12309

Cited by 8 publications

(5 citation statements)

References 5 publications

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“…Most of the recent studies with large-scale studies draw from the PISA data. Kadijevich (2015) emphasized on the need for large-scale studies focused on the influence of computer use on mathematics achievement and suggested TIMSS as a quality data set.…”

Section: Large-scale Studies On Computer Use and Students' Achievementmentioning

confidence: 99%

Does Computer Use Matter? The Influence of Computer Usage on Eighth-Grade Students' Mathematics Reasoning

Ayieko¹,

Gokbel²,

Nelson³

2017

FIRE

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This study uses the 2011 Trends in International Mathematics and Science Study to investigate the relationships among students' and teachers' computer use, and eighth-grade students' mathematical reasoning in three high-achieving nations: Finland, Chinese Taipei, and Singapore. The study found a significant negative relationship in all three countries between out-of-school computer usage of eighth-grade students and their mathematics reasoning scores. The study points to the fact that computer use out of school does not improve students' development of mathematics reasoning across the three contexts. Additionally, the more teachers had students use computer technology for higher-order thinking skills, such as for processing and analyzing data, the higher their mathematics reasoning scores in Finland, but the lower the students' reasoning scores in Singapore. The contrasting relationships in Singapore and Finland indicate the need to further study the nature of the activities related to computer use for higher order learning skills in the two countries. Implications for policy and research are further elaborated.

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Section: Large-scale Studies On Computer Use and Students' Achievementmentioning

confidence: 99%

Does Computer Use Matter? The Influence of Computer Usage on Eighth-Grade Students' Mathematics Reasoning

Ayieko¹,

Gokbel²,

Nelson³

2017

FIRE

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“…According to the findings of TALIS, less than 40% of teachers use ICT in lessons and only less than 30% of primary school teachers felt ready to use ICT in teaching [82]. In the field of problem solving, Czech teachers lag behind other workers with tertiary education [83]. Without investment in teachers' hardware and the "fast" Internet, the situation will not improve.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers' dissatisfaction with the quality of completed education in ICT, which is highly related to the willingness to complete such education, may also be the result of the absence of involvement of modern teaching methods, which teachers would perceive as really beneficial. These include, for example, trends in the involvement of gamification in education, where game elements in learning have a significant effect on teachers' motivation to transfer the knowledge and skills they had acquired during the learning process into their teaching practices to benefit their students [83,84]. Teachers need not only to learn new skills but also to learn and find new ways to encourage their students to use technology to explore, analyze, and evaluate sources of information and creatively use them.…”

Section: Conclusion and Contributionsmentioning

confidence: 99%

The Current Challenges of Further Education in ICT with the Example of the Czech Republic

Mynaříková

Novotný

2021

Sustainability

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Schools have an irreplaceable role in preparing the young generation for educational, professional, and social challenges, however, this effort fails if teachers themselves are not equipped with sufficient ICT competencies and do not work on their constant development. The presented quantitative study analyzed how secondary school teachers understand and actively use Information and Communication Technologies (ICT) in their teaching practice and what barriers they encounter in terms of the further education in ICT provided by accredited institutions. In a sample of 1846 Czech teachers who completed an online survey, results showed they lacked both understanding and active use of new technologies, rarely participated in further education, and were unsatisfied with the courses provided to them. Their main barriers to further education were the lack of sufficient technology available in school, insufficient knowledge and skills in ICT, and the lack of support from school management. Unlike in other studies, time was not identified as an important barrier. Possible legislative, educational, and school management consequences regarding the further education in ICT based on the barriers in attending the courses and identified age and gender differences are discussed.

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“…Studies conducted by Kruger (2018), Kadijevich (2015) and Skryabin, Zhang, Liu, and Zhang (2015) based on datasets from TIMSS 2011 and 2015, also found that the frequent use educational technology by learners at school resulted in lower mathematics scores. In their study, Eickelmann et al (2017) attempted to explain the negative relationship by saying that learners with poor mathematics results use educational technology more frequently in an attempt to improve their results.…”

Section: Statistically Significant Negative Relationships Between Usimentioning

confidence: 94%

The Relationship between Integrating Educational Technology in Mathematics Education and the Mathematics Achievement of German Students

Saal

Graham

2020

EURASIA J Math Sci Tech Ed

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The Education system in Germany recently invested five billion euro in digital infrastructure for about 40 000 schools. Therefore, this mixed-method study explored the relationship between integrating educational technology in mathematics education and the mathematics achievement of Grade 4 German students. Descriptive statistics and two-level Hierarchical Linear Models (HLM) were used to analyse the Trends in Mathematics and Science Study (TIMSS) 2015 questionnaire data of students, their parents, mathematics teachers and principals. Semi-structured interviews and classroom observations were also used to collect data at two schools, which were conveniently and purposefully selected. Findings from HLM revealed that students who owned a mobile phone, a computer/tablet as well as those who used computers/tablets 'every or almost every day' at home, at school and other places for schoolwork, achieved lower mathematics scores than their counterparts. While the shared use of a computer/tablet and an internet connection positively and significantly predict student performances.

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A dataset from TIMSS to examine the relationship between computer use and mathematics achievement

Cited by 8 publications

References 5 publications

Does Computer Use Matter? The Influence of Computer Usage on Eighth-Grade Students' Mathematics Reasoning

Does Computer Use Matter? The Influence of Computer Usage on Eighth-Grade Students' Mathematics Reasoning

The Current Challenges of Further Education in ICT with the Example of the Czech Republic

The Relationship between Integrating Educational Technology in Mathematics Education and the Mathematics Achievement of German Students

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