Perceptions of high school mathematics students in the use of technologies for educational purposes

Abstract

The availability of technological resources at homes does not correlate with the educational use of RICT by secondary school Mathematics students. The use of technological resources, their use in the classroom and the educational level are some of the factors that could influence students’ perceptions of RICT (Relationship, Information and Communication Technologies). This study evaluates the perceptions of Secondary Mathematics students towards the use of RICT for educational purposes, analyzing their relationship with the use of technological resources, their participation in the classroom activities and their educational level. A total of 2018 secondary school students were tested in this ex post facto cross-sectional study with a validated 6-item questionnaire extracted from the general instrument. Bayesian analysis suggests the existence of a predominantly positive perception in secondary school students’ perception of the use of technologies. This perception decreases as the level of education increases. Furthermore, a significant positive correlation is observed between the perception that RICT can improve their grades and the use of technological resources in their studies.