The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students

Item request has been placed! ×
Item request cannot be made. ×
  Processing Request
  • Source:
    International Journal of Instruction, v12 n3 p405-424 Jul 2019. 20 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1220221
      International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
    • Peer Reviewed:
      Y
    • ISSN:
      1694-609X
    • Subject Terms:
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      In his State of the Nation address on 7 February 2019, the president of the Republic of South Africa. Mr. Cyril Ramaphosa, stated that the government would provide digital workbooks and textbooks to every school child in South Africa by 2025. (De Villiers, 2019). This announcement begs the question how effective the incorporation of Information and Computer Technology (ICT) is in Education. This study adapted the comprehensive model of educational effectiveness created by Creemers (1994) to explore the relationship between the use of educational technology in mathematics and mathematics achievement in South Africa. The questionnaire responses from Grade 5 students, their mathematics teachers and school principals, participating in TIMSS 2015 research project, have been utilised in this study. Findings from descriptive statistics showed that almost 90% of the students were taught by teachers who did not have computers in their mathematics classrooms. Consequently, only 10% of students were taught by teachers who utilised computers in the classroom. The minority of these teachers used computers 'every, or almost every, day' in order to explore mathematical concepts (8.37%), to search for ideas relating to mathematics (2.14%) or to practice mathematical skills and procedures (6.26%). Hierarchical linear modelling revealed that students that were in mathematical classes with computers generally outperformed those who didn't have computers.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      20
    • Education Level:
      Elementary Secondary Education; Elementary Education; Grade 5; Intermediate Grades; Middle Schools
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1220221
  • Citations
    • ABNT:
      SAAL, P. E.; VAN RYNEVELD, L.; GRAHAM, M. A. The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students. International Journal of Instruction, [s. l.], v. 12, n. 3, p. 405–424, 2019. Disponível em: . Acesso em: 18 out. 2019.
    • AMA:
      Saal PE, van Ryneveld L, Graham MA. The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students. International Journal of Instruction. 2019;12(3):405-424. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220221&custid=s8280428. Accessed October 18, 2019.
    • APA:
      Saal, P. E., van Ryneveld, L., & Graham, M. A. (2019). The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students. International Journal of Instruction, 12(3), 405–424. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220221&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Saal, Petronella Elize, Linda van Ryneveld, and Marien Alet Graham. 2019. “The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students.” International Journal of Instruction 12 (3): 405–24. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220221&custid=s8280428.
    • Harvard:
      Saal, P. E., van Ryneveld, L. and Graham, M. A. (2019) ‘The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students’, International Journal of Instruction, 12(3), pp. 405–424. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220221&custid=s8280428 (Accessed: 18 October 2019).
    • Harvard: Australian:
      Saal, PE, van Ryneveld, L & Graham, MA 2019, ‘The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students’, International Journal of Instruction, vol. 12, no. 3, pp. 405–424, viewed 18 October 2019, .
    • MLA:
      Saal, Petronella Elize, et al. “The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students.” International Journal of Instruction, vol. 12, no. 3, July 2019, pp. 405–424. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220221&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Saal, Petronella Elize, Linda van Ryneveld, and Marien Alet Graham. “The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students.” International Journal of Instruction 12, no. 3 (July 1, 2019): 405–24. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220221&custid=s8280428.
    • Vancouver/ICMJE:
      Saal PE, van Ryneveld L, Graham MA. The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students. International Journal of Instruction [Internet]. 2019 Jul 1 [cited 2019 Oct 18];12(3):405–24. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220221&custid=s8280428