Only gifted students benefit from ICT use at school in mathematics learning

Vargas-Montoya, Luis; Gimenez, Gregorio; Tkacheva, Liubov

doi:10.1007/s10639-023-12136-2

Cited by 2 publications

(1 citation statement)

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“…We acknowledge several limitations. First, the countries participating in PISA are middle-or high-income countries (Vargas-Montoya et al, 2023;Tuttle et al, 2022), so poorer nations would not be represented in our research. Moreover, despite the rigorousness with which the PISA dataset is compiled, it is not immune to measurement errors.…”

Section: Discussionmentioning

confidence: 99%

Bullying at School and Students’ Learning Outcomes: International Perspective and Gender Analysis

Gimenez,

Mediavilla,

Giuliodori

et al. 2024

J Interpers Violence

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The present study empirically investigates how school-based bullying victimization affects students’ learning outcomes, taking into consideration international and gender perspectives. The main objective of the present research is to provide a better understanding of the consequences of bullying victimization in the learning process of adolescents. We estimate a statistical function that empirically establishes the relationship between the students’ outcomes in mathematics, reading, and science (output) and a wide set of explanatory variables (educational factors), one of which is that of being bullied. The present study uses a large sample of 612,004 students between 15 and 16 years old, attending 21,903 schools in 79 countries. The data come from the 2018 round of the Programme for International Student Assessment. The results indicate that bullying victimization is associated with decreases in academic achievement in mathematics, reading, and science. In addition, no relevant differences by gender are observed in reading and science but, other factors being equal, bullied males score less than bullied females in mathematics.

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Section: Discussionmentioning

confidence: 99%