Annotated ERIC Research Bibliography

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Descriptor Search Pairings

Digital Literacy: Computer Uses in Education, Calculators, Internet, Computer Simulation, Educational Technology, Computer Assisted Instruction

Subject theme: Mathematics Achievement, Student Motivation, Academic Achievement, Middle School Students, Teaching Methods

Bibliography

Antonijevic, R. (2007, May 1). Usage of Computers and Calculators and Students' Achievement: Results from TIMSS 2003. Online Submission, (ERIC Document Reproduction Service No. ED497737). Retrieved July 14, 2008, from ERIC database.

Descriptors: Foreign Countries, Comparative Analysis, Grade 8, Mathematics Achievement, Computer Uses in Education, Calculators, Academic Achievement, Educational Technology, Technology Integration, Teaching Methods, Science Achievement, Cross Cultural Studies, Science Instruction, Mathematics Instruction, Internet, Cultural Differences, Computer Simulation, Grade 8

The paper deals with the facts obtained from TIMSS 2003 (Trends in International Mathematics and Science Study). This international comparative study, which includes 47 participant countries worldwide, explores dependence between eighth grade students' achievement in the areas of mathematics, physics, chemistry, biology and geography, and basic characteristics of context for teaching and learning in school and at home. In the sense, different options of using modern technology equipment and its influence to students' achievement are explored in the TIMSS 2003 assessment. The main topic of the paper is using computers and calculators in teaching and its implications to students' overall achievement at the end of primary school education. The TIMSS 2003 international overall results in this area show that using computers in teaching doesn't significantly contribute to better students' achievement in the field of mathematics and also show some level of significant influence on students' achievement in the field of science. Moreover, the results show that using calculators in mathematics teaching improve overall students' achievement. Connectedness between using computers/calculators and students' achievement is especially explored and presented in the frame of students' sample in four countries, the United States, the Netherlands, Bulgaria and Serbia. (Contains 12 tables.) [This article is a result of the project "Education for Knowledge-Based Society" No. 149001 (2006-2010), financially supported by the Ministry for Science and Environmental Protection, Republic of Serbia. This article was also published in: The Fourth International Conference on Informatics, Educational Technology and New Media in Education: Proceedings (253-263). Sombor (Serbia): Faculty of Education.]

Wittwer, J.; Senkbeil, M. (2008, May). Is Students' Computer Use at Home Related to Their Mathematical Performance at School? Computers & Education, 50(4), 1558-1571.

Descriptors: Foreign Countries, Access to Computers, Mathematics Achievement, Correlation, Achievement, Computer Uses in Education, Problem Solving

Abstract: Recent research has provided evidence that students' computer use at home is positively associated with their performance at school. However, most of the previous studies have failed to take into account the multiple determination of school performance and, in addition, to explain why using computers at home should benefit students' academic achievement. The study described in this article takes a step towards filling this gap by circumventing the theoretical and methodological problems of previous research. First, we analyzed students' home computer use and their performance in mathematics while accounting for other factors that have been found to affect students' achievement. Second, we investigated possible differences in students' school performance depending on how they used the computer. Based on the data from German students who took part in the Programme for International Student Assessment (PISA) in 2003, our results showed that students' access to a computer was not linked with their performance in mathematics. In addition, it did not matter how often students used a computer at home. A positive effect on mathematical achievement was, however, observed for a small group of students who used the computer in a self-determined way that largely engaged them in problem-solving activities. Overall, the findings indicate that for the majority of students the computer had no substantial influence on their academic achievement. At the same time, the results are suggestive of ways in which performance in mathematics might be enhanced through the use of computers.

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