ICT in mathematics education: an HLM analysis of achievement, access to and use of ICT by African middle school students
SOURCE: SN Social Sciences
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): C.Namome, M.Moodley
KEYWORDS: AFRICA, INFORMATION AND COMMUNICATIONS TECHNOLOGY, MATHEMATICS TEACHING
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 12108
HANDLE: 20.500.11910/16409
URI: http://hdl.handle.net/20.500.11910/16409
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): C.Namome, M.Moodley
KEYWORDS: AFRICA, INFORMATION AND COMMUNICATIONS TECHNOLOGY, MATHEMATICS TEACHING
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 12108
HANDLE: 20.500.11910/16409
URI: http://hdl.handle.net/20.500.11910/16409
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This study examined the influence of access to and frequent use of information and communication technology (ICT) in school and home settings on achievement in mathematics for Grades 8 and 9 African students. A large-scale international database, that of the 2015 Trends in International Mathematics and Science Study was used and hierarchical linear models were employed to examine school- and student level variables. Findings showed that student access to ICT during a lesson was significant and a positive predictor for student learning outcomes in mathematics, while teacher integration of ICT into pedagogy as a mediating factor had a negative association. Student-level ICT predictors, for example access to ICT at home, had a positive association with student learning outcomes in mathematics, while intensity of student ICT use was a negative predictor; this applied even after controlling for age, gender, and educational resources at home.-
Related Research Outputs:
- Book review: Goetz, A.M., Hassim, S. (eds.) (2003). No shortcuts to power: African women in politics and policy making. Cape Town: Zed Books. 246 p. ISBN 1842771477
- Democracy in Africa: moving beyond a difficult legacy
- Book review: Legum, C. (2001) Africa since independence. Bloomington, Indiana: Indiana University Press.105pp. & Abrahamsen, R. Disciplining democracy: development discourse and good governance in Africa. London: Zed Books. 168pp. & Salih, M. (2001) African democracies and African politics. London: Pluto Press. 234pp
- Factors influencing the level of performance in mathematics and language among learners in South Africa: a multi-level analysis
- Fragments of democracy: nationalism, development and the state in Africa
- Educational research in the African development context: rediscovery, reconstruction and prospects
- Mathematics literacy of final year students: South African realities
- Mathematics and science performance in Grade 8 in South Africa 1998/1999: TIMSS-R 1999 South Africa: executive summary
- Conditions of schooling in South Africa and the effect on mathematics achievement
- Africa in the contemporary world
- TIMSS in South Africa: the value of international comparatives studies for a developing country
- Middle school students' performance in mathematics in the third international mathematics and science study: South African realities
- South Africa
- Escaping Europe's clutches
- Improving learning in South African schools: the QLP baseline evaluation
- Evaluation of the Mahlahle project
- Managing African conflicts: the challenge of military intervention
- Globalization and emerging trends in African states' foreign policy-making process
- African sociology: towards a critical perspective: the collected essays of Bernard Makhosezwe Magubane
- With Africa for Africa: towards quality education for all