Effects on academic performance in secondary students according to the use of ICT

Díaz, Luis Miguel Benítez; García, Manuel Ayuso; Cano, Esteban Vázquez

doi:10.46661/ijeri.4045

Cited by 19 publications

(7 citation statements)

References 35 publications

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“…It has been shown that ICTs themselves are resources with unlimited potential, and they can be extremely attractive and valuable at the school level. In this sense, coinciding with [ 14 ], we can affirm that the responsible use of ICT positively correlates with the improvement of academic performance in certain subjects. Nevertheless, not all the agents involved in the process are prepared to exploit, rationally and in a beneficial way, the potential of technological resources.…”

Section: Introductionsupporting

confidence: 82%

Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Díaz-López

Ruiz

Maquilón

2021

IJERPH

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Today, the use of Information and Communication Technologies (ICT) is part of the daily lives of adolescents. However, its widespread use in all areas, the vulnerable condition of adolescents and the imminent consequences of problematic use are awakening a growing social and educational concern. With the purpose of looking into this problem, the following research aims are formulated: (1) Analyse the perception of adolescents about their academic performance and the interference of ICT in their development; (2) Describe the frequency of use of ICT and its influence on study time and grades; and (3) Analyse the relationship between family supervision of ICT and academic performance. The representative sample consisted of 1101 adolescents from 10 educational centers in the Southeast of Spain. Descriptive statistics, contingency tables, Chi Square, Cramer’s V and Linear Regression were calculated. The results show that more than 50% of the students believe that they would spend more time studying if they did not have continuous access to technologies. Likewise, 20% of the students identify ICT as responsible for the decline in their academic performance. Statistically significant relationships were found between time limitations for Internet access and academic performance. It is therefore concluded that the problematic use of ICT in adolescence is a phenomenon that demands intervention, and the training of parents and adolescents in the responsible use of ICT is urged.

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Section: Introductionsupporting

confidence: 82%

Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Díaz-López

Ruiz

Maquilón

2021

IJERPH

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“…Thus, we hypothesized that students with better IT skills would perform better academically. Recent literature indicates that successful use of ICT positively affects and improves the performance of students (Díaz and Cano, 2019). Thus, in light of the above evidence, we considered IT skills as a component of this study and hypothesized that if students can utilize essential information technologies, their academic performance would improve.…”

Section: It Skillsmentioning

confidence: 99%

How Information-Seeking Behavior, Essential Technologies, and Resilience Enhance the Academic Performance of Students

Miraj

Said

et al. 2021

Front. Psychol.

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This study explores how the scholarly accomplishments of students might increment due to specific fundamental causes. The academic performance of the student was prioritized as a dependent variable, and the independent indicators chosen were “information seeking, IT ability, reading/writing capacity, and resilience.” At the same time, age, gender, marital status, and family income were included in the control variables. The research subject samples were limited to (N = 288) postgraduate students from three mega universities in Islamabad, Pakistan. Forward regression analysis was performed in this research to decide the impact of the indicators. The results indicate that information seeking affects academic performance positively and significantly. Essentially, the study revealed that information technology (IT) skills make a fundamentally positive and significant impact on academic performance. Reading and writing influenced academic performance considerably. In addition, resilience affected academic performance emphatically and essentially. Further, this research also noted the relationships between information-seeking behaviors, IT ability, reading/writing capacities, and resilience capabilities and the academic performance of students. These variables have a positive impact on the academic performance of students.

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“…Moreover, it maintained the existence of a positive relationship between the ICT resources in the classroom with the students' academic success [19]. Similarly, reference [20] affirmed that inadequate use of technological devices had negative repercussions on learning and on students' academic performance.…”

Section: Discussionmentioning

confidence: 88%

“…The results of recent studies have shown that the availability of ICT resources in schools was positively associated with students' academic success, whereas the availability of ICT resources at home was negatively associated [19]. It has also been observed that inappropriate use of ICT significantly affected students' learning [20]. However, specific software created and developed with attractive and dynamic platforms for students was more effective than general software for teaching and learning [21].…”

Section: The Influence Of Ict On Educational Performancementioning

confidence: 99%

Technological Factors That Influence the Mathematics Performance of Secondary School Students

et al. 2020

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Although the value of information and communication technology (ICT) is positive and its use is widespread, its potential as a teaching tool in mathematics is not optimized and its methodological integration is rare. In addition, the availability of ICT resources in schools is positively associated with the academic success of students, and the availability of ICT resources at home is negatively associated with their success. To determine the relationships among academic performance, uses, and available ICT resources, a total of 2018 secondary school students participated in the present study. The uses and available ICT resources, and the learning of mathematics and ICT, were evaluated using a validated 11-item questionnaire. Statistical analysis reveals that, of the secondary education levels, the lowest results are observed in the third year. A total of 64% of students affirm that they use ICT at home to study mathematics. In addition, 33.61% of the students affirm that they use their mobile phones frequently while studying at home. However, it should be noted that between 23.80% and 28.44% affirm that they dedicate more than 4 h per day to phone calls. Educational level is a predictor of academic performance in mathematics associated with students’ uses of ICT. The scores indicate that the computer is generally used for Internet searches, thus, limiting the use of ICT for educational purposes. Furthermore, there is a difference regarding gender.

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Effects on academic performance in secondary students according to the use of ICT

Cited by 19 publications

References 35 publications

Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

How Information-Seeking Behavior, Essential Technologies, and Resilience Enhance the Academic Performance of Students

Technological Factors That Influence the Mathematics Performance of Secondary School Students

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