Is students’ computer use at home related to their mathematical performance at school?

Wittwer, Jörg; Senkbeil, Martin

doi:10.1016/j.compedu.2007.03.001

Cited by 113 publications

(71 citation statements)

References 37 publications

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“…In the case of the forums that are part of the academic activities, the theory and studies on the subject suggest that in the best of cases there is no incidence (Wittwer & Senkbeil, 2008). The levels of interaction are not influenced by gender, unlike similar studies where it is evident that gender discriminates activity levels.…”

Section: Discussionmentioning

confidence: 66%

“…Positive effects can be found in the levels of learning and in the results obtained by students (Leung & Lee, 2012;López-Pérez, Pérez-López, Rodríguez-Ariza, & Argente-Linares, 2013;Markovíc & Jovanovíc, 2012;Mohd & Maat, 2013). There are also studies where no incidence of technology has been found on learning outcomes (Wittwer & Senkbeil, 2008) or negative effects when problems of addiction are present that constitute a social problem (Chou, Condron, & Belland, 2005;Kim, LaRose, & Peng, 2009), having as a consequence the decrease of the student's academic performance (Junco & Cotten, 2011;Kubey, Lavin, & Barrows, 2001). The inclusion of technology in education showed different effects on the academic performance of students, similar studies present contradictory results (Torres-Díaz et al, 2016).…”

Section: Technology and Academic Performancementioning

confidence: 73%

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Plagiarism, Internet and Academic Success at the University

2018

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In this work, we determined, the level of incidence of the use of technologies on academic success and the incidence of interaction and experience on the level of plagiarism of university students. A sample of 10,952 students from 31 face-to-face universities in Ecuador was created. Students were classified based on their experience level, level of interaction with teachers and classmates, and the use they do with technology for academic activities. The results showed that the level of experience does not affect academic success, but does have an incidence on plagiarism levels that increase as this experience increases. Plagiarism reaches higher levels when level of experience, family income and hours of connection per day increases. Academic performance depends on the number of hours that students seek information and the number of academic videos they watch. Also, plagiarism tends to decrease as the student makes better use of technology for their academic activities.

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Section: Discussionmentioning

confidence: 66%

Section: Technology and Academic Performancementioning

confidence: 73%

Plagiarism, Internet and Academic Success at the University

2018

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“…Students' gender, age and year of study have no significant effect on their computer use and attitudes (Wittwer & Senkbeil, 2008). Most students use ICT for general purpose, that is, communication, word processing, entertainment, etc.…”

Section: Introductionmentioning

confidence: 99%

“…In Nigeria, although the economy is still largely based on lowtechnology, low-value industries, but there is an awareness in government quarters of the importance of ICT in the country's development. Since the advent of information and communication technology, the education sector has been transformed a lot in the use of ICT (Wittwer & Senkbeil, 2008).…”

Section: Introductionmentioning

confidence: 99%

ICT Utilization As Correlates Of Academic Performance Among Students With Visual Impairment In Lagos State, Nigeria

Eguavoen

2016

ESJ

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Vision, an essential part of human existence plays vital roles in the life of an individual and any hindrance to vision resulting in total or partial loss of sight creates difficulties in understanding the world around such an individual. The problem associated with academic performance of students with visual impairment has a number of indicators which have not received adequate attention from researchers in special education. This study therefore, examined the relationship of information and communication technology (ICT) utilisation on academic performance of students with visual impairment in Lagos State. The objectives of the study were to identify ICT tools, level of ICT utilisation as well as their relationship to academic .performance among students with visual impairment. Using descriptive research design of correlational type, twenty eight students with visual impairment were selected using purposive sampling technique from two special schools located within Lagos state. A structured questionnaire was used to elicit information from the respondents and data obtained were analysed using descriptive statistics and Pearson product moment correlation statistics. Two research questions were raised while one hypothesis was generated and tested at 0.05 level of significance. The results indicated that there was significant relationship between information and communication technology utilisation and academic performance of students with visual impairment in Lagos state (r = .536, P< .05). Based on the findings of the study, it is recommended that schools should adopt appropriate ICT tools that will enhance academic performance of students with visual impairment and to include ICT training skills in the curriculum of special schools.

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“…Using the German PISA data from 2003, Wittwer and Senkbeil (2008) investigated the relationship between home computer use and mathematics achievement. They argued that because computer activities often involve problem-solving there should be a positive relationship with problem-solving in mathematics.…”

Section: Previous Research and Theoretical Foundationsmentioning

confidence: 99%

Is computer availability at home causally related to reading achievement in grade 4? A longitudinal difference in differences approach to IEA data from 1991 to 2006

Rosén

Gustafsson

2016

Large-scale Assess Educ

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BackgroundIs the level of home computer use causally related to reading achievement? This question is addressed in this paper theoretically, methodologically, and empirically through secondary analyses of data from reading literacy studies conducted by the IEA in 1991, 2001, and 2006. Based on previous analyses of aggregated country-level data (Rosén and Gustafsson 2014), our hypothesis is that increased computer use at home has a negative effect on reading achievement and that this can be explained by displacement theories. AbstractResearch on effects of home computer use on children's development of cognitive abilities and skills has yielded conflicting results, with some studies showing positive effects, others no effects, and yet others negative effects. These studies have typically used non-experimental designs and one of the main reasons for the conflicting results is that studies differ with respect to how well they control for selection bias in comparisons of children with different amounts of computer use. The current study takes advantage of data from international comparative studies of educational achievement and uses the trend design of these studies to conduct longitudinal analyses at the country level. This allows for a difference in differences approach which effectively controls for within-country selection bias, time-invariant country-level omitted variables, and random errors of measurement in the independent and dependent variables. The empirical investigations are based on data from the IEA 10-Year Trend Study and the PIRLS 2001 and 2006 studies. For these studies, information about frequency of home computer use is available in the student questionnaire. The main analytical approach employed in the paper is regression estimation based on micro-data, with fixed country effects and cluster-robust standard-errors. This approach allows estimation of main effects of home computer use and interaction effects with student characteristics (gender and socio-economic status). For both data sets negative effects of home computer use on achievement are found. Results are discussed in substantive and methodological terms, focusing particularly on possible threats to valid causal inference, such as omitted variables that are not time invariant.

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Is students’ computer use at home related to their mathematical performance at school?

Cited by 113 publications

References 37 publications

Plagiarism, Internet and Academic Success at the University

Plagiarism, Internet and Academic Success at the University

ICT Utilization As Correlates Of Academic Performance Among Students With Visual Impairment In Lagos State, Nigeria

Is computer availability at home causally related to reading achievement in grade 4? A longitudinal difference in differences approach to IEA data from 1991 to 2006

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