Exploring the relationship between Information and Communication Technologies (ICT) and academic performance: A multilevel analysis for Spain

Factors Related with Underperformance in Reading Proficiency, the Case of the Programme for International Student Assessment 2018

“…In the research by Hu, and Lee and Wu [35,36], they report a negative correlation between ICTHOME and HOMESCH and the level of proficiency in reading. Additionally, Gómez-Fernández and Mediavilla [34] reported a negative effect on academic performance related to the use of ICT at home and school, as well as the importance of ICT as a topic in social interaction. A possible cause that the availability of ICT in the home negatively correlates with ICT use may be the type and quality of use that students give.…”

“…Around 2000 and 2010, the investigation of the relationship between reading and technology took a new turn; in these years, researchers began to ask what would be the effects of some technological factors on academic performance and how technology could favor academic performance [33]. The uses of ICT in the classroom may have a negative impact on academic performance; however, it can help underperforming students, as reported by Gómez and Mediavilla [34]. The work by Lee and Wu [35] found that inner ICT state (positive attitude and confidence in the use of ICT) improves reading literacy; however, the availability of ICT at home negatively impacts it.…”

ICT Use and Successful Learning: The Role of the Stock of Human Capital

“…Other studies were based on single-country subsamples from large-scale assessments. They showed, overall, a negative link between students' outcomes and ICT use at school [2,23,[25][26][27][28].…”

“…ICT may also discourage students' effort and logical thinking if educational systems do not fit technology to their ICT-instructional needs [22]. The ICT might further provide a lot of wrong or incomplete information, which can be used in education, diminishing students' learning [23]. The effectiveness of ICT on educational systems will depend on the net effect of these likely positive and negative contributions to academic outcomes.…”

“…Also based on PISA 2012 data from Spain, Alderete et al [26] found a negative relationship between ICT use at school and reading, mathematics, and science outcomes. In another study in Spain, Gómez-Fernández and Mediavilla [23] used PISA 2015 to estimate the relationship between access to and use of ICT at school and reading, mathematics, and science outcomes. These authors found a positive relationship between the availability of computers and academic outcomes, whereas for the use of computers, it was negative.…”