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

Abstract

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.

Evaluating the Design of Mathematics Courses Available on the Blackboard Platform at Prince Sattam bin Abdulaziz University According to Quality Matters Standards

“…Previous studies have confirmed the effectiveness of designing online mathematics courses in developing academic achievement (Alsalhi et al, 2021;Lin et al, 2017), increasing attitudes towards learning mathematics (Barbieri et al, 2021;Leong & Alexander, 2014;Lin et al, 2017;Meyer, 2013), increasing student engagements in the classroom environment (Lee et al, 2009;Leong & Alexander, 2014;Saal et al, 2021), and completing tasks faster and more attentively (Yimer, 2020). This in turn contributes to the development of conceptual and procedural knowledge of mathematics.…”

“…Success in achieving QM standards in teaching online mathematics courses is due to students owning computers that are compatible with modern technologies and programs, in addition to the need for students to possess technical skills, and to deal with mathematics programs efficiently (Saal et al, 2021). In general, QM offers numerous benefits, as follows (Crews et al, 2017;Legon, 2006;Lowenthal & Hodges, 2015;Lynch & Gaston, 2020;Martin et al, 2016;Mercer, 2014;Robinson & Wizer, 2016):…”

“…Students benefit from online mathematics courses by having high computer skills (Soboleva et al, 2021), and high-efficiency computers (Saal et al, 2021). Previous studies have indicated some of the obstacles to achieving QM standards in online designed courses, including students not owning computers (Abdelhamid, 2020;Compomizzi et al, 2019).…”