Home media and science performance:A cross-national study

This study examines the effects of media resources in the parental home on the science performance of 15-year-old students. It employs data from the 2006 Programme for International Student Assessment (PISA) containing information on 345,967 respondents from 53 countries. Results show that media assets in the family home are indeed meaningful for children’s science performance, as a beneficial resource but also as a disadvantage. A positive reading climate in the parental home and the availability of computers benefits science performance. However, a television-rich home seems to hinder children’s school success. Furthermore, results indicate that, compared to less developed countries, in more modernized societies parental reading investments are even more beneficial to their children’s science performance, whereas a television-rich parental home is even more disadvantageous

Let\u27s Get Personal: Balancing talk with technology to \u3ci\u3etruly\u3c/i\u3e personalize learning

In October 2015, a large international study titled Students, Computers and Learning (OECD, 2015) reported that access to computers had no significant impact on students’ proficiency in reading, math, and science. In many countries, using computers frequently at school actually worsened performance. While these findings may relate to differences in professional development or implementation, it was clear that drill and practice software had a negative effect on student performance. The report’s authors appropriately acknowledged that “building deep conceptual understanding and higher-order thinking requires intensive student-teacher interactions, and technology sometimes distracts from this valuable human engagement.” Nevertheless, schools districts are rapidly adopting 1:1 laptop initiatives coupled with blended learning models aimed at increasing the amount of time students spend working independently at a computer at home and school. Proponents of blended argue that the model helps teachers customize digital lessons designed to meet individual needs and allow learners to work at their own pace. Yet, as I listen to teachers and principals, I worry that personalization has come to mean something very different from the personally relevant student-directed experiences that today’s learners crave most

The Digital Divide at Home: How Computer and Internet Access Impacts 21st Century Learning

This study examines how access to computers and the internet at home affects student learning. Teenage students in grades seven through 12 were surveyed about their computer and internet access at home, how they use the technology for school and recreation, and how they think at-home access impacts their academic performance. The students attended after-school programs at four Boys and Girls Clubs in central North Carolina. This study indicates that computer ownership positively affects students' academic performances. Unfortunately, the digital divide still exists, and minority and low-income students have less access to computers and the internet at home. The study also shows that students spend more time using technology at home for social networking and entertainment than for educational reasons. However, students use a variety of technologies to access the internet at home, which may explain why they spend more time using technology for recreational purposes

A longitudinal study of literacy experiences, the role of parents, and children's literacy development.

This study investigated the literacy experiences and attainment of 42 children aged 3 to 7, who had attended preschool education in a city in the North of England. Data were collected through parent interviews before nursery entry; literacy assessment at school entry, and at age seven; and by parent, teacher and child interviews. Quantitative and qualitative analyses were employed. Four measures of literacy development at age seven were used: children's reading book level, writing ability and standardised scores for reading and English at seven. Factors before school entry shown to be significant were: vocabulary scores, number of letters known, how well children wrote their name and a phrase, whether they listened to stories at nursery, and how often they were read to at home. This was influenced by earlier home factors; by having access to books, being read to from storybooks, and having books read in their entirety, the age parents started reading to them, how many nursery rhymes they knew, and parents pointing out environmental print. By seven, other significant factors were parents' knowledge about school literacy, and how often children read to parents at home. Several findings confirmed those of previous studies. Others were new: having a favourite book before nursery, choosing to read books in nursery, access to home computers at seven, children storing literacy resources indiscriminately, parents reading more than newspapers and magazines, and parents providing examples of day-to-day literacy. Process variables appeared to exert greater effects on children's performance than status variables, such as social class, mother's employment and qualifications, and relatives with literacy difficulties. Home literacy experiences for the majority of children were barely acknowledged in school, and home learning for children with problems was often unsupported by school. For most children, homes provided rich, complex and powerful environments for literacy learning

The use of computers on students’ mathematics achievement: Finding from PISA 2003

The purpose of this study was to examine the effects of computer using on mathematics achievement. The sample was prepared from students who participated in Programme for International Student Assessment (PISA) in Turkey. These data consisted of 3326 15 year-old Turkish students in 157 schools. Analysis was done with hierarchical linear model. Furthermore, it was shown that frequencies of the aims of students’ computer use. Two-level model was used to estimate coefficients and modeled differences across school types. Results from this study indicated  that male students, computer facilitates at home, cultural possessions, economic social and cultural status and quality of schools’ educational resources variables had significantly positive effects and attitudes towards computers variable was no significant role in students’ mathematical performance. Students who never use a home computer for learning in education obtained lower scores in mathematics

How Financial Education affects Mathematics performance? Evidence from Spain in the context of the Program School 2.0

[EN] In this paper we evaluate the effect of the Program School 2.0 on both Financial Education and Mathematics performance using data from PISA 2012. The Program Shool 2.0 was implemented in 2009 in some Spanish Autonomoous Communities. This program promoted the use of computers, both in school and at home, among elementary and high school students. We detect that a greater benefit is obtained when the contents of Financial Educaton are taught in conjunction with the contents of the subject of Mathematics, although the mean effect of Financial Education over Mathematics is more intense in the Communities that have not participated in the Program School 2.0. This result may be related to the fact that only a moderate use of computers for personal use increases Mathematics and Financial Education performance. Nevertheles, given the recent implementation of the Program School 2.0, we should expect some "learning effects" that should be confirmed with future data.Vilaplana-Prieto, C. (2015). How Financial Education affects Mathematics performance? Evidence from Spain in the context of the Program School 2.0. En 1ST INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD' 15). Editorial Universitat Politècnica de València. 181-188. https://doi.org/10.4995/HEAD15.2015.238OCS18118

STUDENT AND SCHOOL CORRELATES OF MATHEMATICS ACHIEVEMENT: MODELS OF SCHOOL PERFORMANCE BASED ON PAN‐ CANADIAN STUDENT ASSESSMENT

This study explored the relationships between student achievement and student, school and home variables from the pan‐Canadian assessment program administered by the Council of Ministers of Education Canada (CMEC): the School Achievement Indicators Program (SAIP) Mathematics 2001. The study also evaluated the datasets used in relationship to their utility for statistical modeling of school performance. Student beliefs about mathematics are positively related to mathematics achievement for both age groups and for both domains of mathematics. As students’ use of instructional supports (parental assistance with mathematics homework, computers in the mathematics classroom) increases, there is an associated decrease in mathematics scores. Key words: student achievement, school performance, multilevel modeling. Dans cet article, les auteurs explorent les relations entre le rendement scolaire et certaines caractéristiques des élèves, des écoles et de l’environnement familial à partir des données du programme d’évaluation pancanadien du Conseil des ministres de lʹÉducation (Canada) (CMEC), le Programme d’indicateurs du rendement scolaire (PIRS) 2001 en mathématiques. L’étude évalue également les bases de données au regard de leur pertinence pour la modélisation statistique de la performance scolaire. Les auteurs notent une corrélation directe entre les idées que se font les élèves au sujet des mathématiques et le rendement en mathématiques tant pour les groupes d’âge que pour les domaines des mathématiques. Plus les élèves font appel à du soutien pédagogique (aide des parents pour les devoirs de mathématiques, ordinateurs dans les classes de mathématiques), plus les notes en mathématiques diminuent. Mots clés : rendement des élèves, performance scolaire, modélisation à multiples niveaux.

Scaling the Digital Divide: Home Computer Technology and Student Achievement

Assesses the effect of access to home computers and broadband Internet on students' math and reading test scores and its potential to close the achievement gap for the disadvantaged. Considers the role of parental monitoring

Evaluation of the ICT Test Bed project: final report, June 2007

The report describes three strands of evaluation used in the review of the 2006 outcomes from ICT Test Bed and the findings from each strand. a) Quantitative data: Benchmarking of changes in performance on national tests against matched comparator schools and national averages; b) Qualitative data: Site visits including classroom observations, interviews with local authority managers, head teachers, teachers, administrative staff, technicians and students; and c) Document analysis