Too much computer and Internet use is bad for your grades, especially if you are young and poor: Results from the 2001 Brazilian SAEB

Abstract

This work presents the analysis of the 2001 Brazilian Basic Education Evaluation System (SAEB) achievement exam. The SAEB tested 4th, 8th, and 11th grade students, in mathematics and reading (Portuguese). We classified the students into seven socioeconomic classes, and for each class, compared the test results according to frequency of computer use, computer ownership, Internet access at home, and whether the teachers used computers and Internet as pedagogical tools. Frequency of computer use had, in general, a negative effect on the test results, and the negative effect increased for younger and poorer students. Computer ownership had, in general, a small positive effect on the test results for older students, and no effect for 4th graders. Internet access had a negative effect for younger and poorer students, and a positive effect for 11th graders. Finally, whether the teacher used computers or Internet as pedagogical tools had no effect on the student's test results for all social economic classes and grades.

How Does ICT Use Influence Students’ Achievements in Math and Science Over Time? Evidence from PISA 2000 to 2012

“…In particular, a large number of researchers have used national or international assessment data, such as from the PISA, TIMMS, NAEP, PIRLS, and ELS2002, to explore this relationship. However, the previous research on the influences of ICT use on learning has unfortunately not produced consistent results (Song and Kang 2012;Wainer et al 2008;Luu and Freeman 2011;Spiezia 2010).…”

“…Researchers have reached a consensus that it is necessary to differentiate between different types of ICTs in examining ICT use and academic performance (Grinager 2006;Honey, Culp, and Spielvogel 1999;Wainer 2008;Lei and Zhao 2007;Papanastasiou 2003). ICTs can be used for many different purposes, such as entertainment and education (Ziya, Dogan, and Kelecloglu 2010;Papanastasiou and Ferdic 2006;Ravitz, Mergendoller, and Rush 2002;Luu and Freeman 2011;Gumus and Atalmis 2011).…”

El Uso de Datos de Evaluaciones Educativas en Brasil, Chile y Argentina

“…La descomposición multinivel, el análisis de valor agregado y la técnica de diferencia en diferencias también fueron utilizadas dentro de la estructura jerárquica. Tres trabajos no utilizaron el enfoque multinivel, en estos estudios los resultados fueron obtenidos por medio de la aplicación de análisis de regresión (Curi y Meneses-Filho, 2009; Rodrigues, Rios-Neto y Pinto, 2011) y de construcción de intervalos de confianza (Wainer et al, 2008).…”

“…Mizala y Torche (2012) reportan el impacto positivo del preescolar en el desempeño de los alumnos del 4º año de educación primaria y al final de la educación secundaria, respectivamente. Wainer et al (2008) tenían como objetivo principal el análisis de impacto del uso de computadoras en el desempeño escolar de alumnos de 4º y 8º año de educación primaria y 3º de educación secundaria. Los autores verificaron un impacto negativo y significativo en las puntuaciones de los alumnos que usan computadoras frecuentemente, siendo que ese impacto es más acentuado entre los más jóvenes y con menos nivel socioeconómico.…”

From the Perspective of Loneliness and Cognitive Absorption Internet Addiction as Predictor and Predicted

“…As a matter of fact, it can be said that being the young adults in the first place this finding is valid for all age groups rather than being relevant only to candidate teachers. The disappointments of particularly young adults, who might be candidate teacher as well, that they experienced in physical and social environments and failures and bad experiences they had in interpersonal relations can in a sense direct them towards the virtual world out of hand and as a natural result can turn them into a internet addicted individual (Chou & Hsiao, 2000;Wainer et al, 2008;Orchard and Fullwood, 2010;Cao & Su, 2006). In such a case it can be said that individuals can even perceive the virtual friendships and hostilities as real and this situation can make the individual aggressive, that depending on its intensity it should be treated (Bernardon et.al., 2011;Ozturk et.al., 2007) and that as a result of all of these, intense feeling of loneliness emerges in the individual.…”