<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/66566">
      <dc:title>Uses and Resources of Technologies by Mathematics Students Prior to COVID-19</dc:title>
      <dc:creator>Hossein Mohand, Hassan</dc:creator>
      <dc:creator>Trujillo Torres, Juan Manuel</dc:creator>
      <dc:subject>Mathematics education</dc:subject>
      <dc:subject>Educational technologies</dc:subject>
      <dc:subject>Educational COVID-19 impacts</dc:subject>
      <dc:subject>COVID-19</dc:subject>
      <dc:subject>Academic performance</dc:subject>
      <dc:subject>Online education</dc:subject>
      <dc:subject>Emerging technologies</dc:subject>
      <dc:description>Digital competence in education includes, amongst other things, the ability to create&#xd;
and manage content and information, mastery of communication tools, and solving technological&#xd;
problems. The access to information and communication technologies (ICT) for educational purposes&#xd;
could have affected the academic performance of mathematics students prior to COVID-19. The&#xd;
objectives were to (1) analyze family and economic factors that could influence the use of ICT for&#xd;
educational purposes, and (2) determine what attributes of Melilla’s mathematics students could&#xd;
explain an additional variation in the use of ICT for academic purposes before COVID-19. A total of&#xd;
2018 students at secondary schools in Melilla were included in this cross-sectional study. A validated&#xd;
questionnaire with 14 questions regarding ICT and its uses and resources in mathematics learning&#xd;
was administered to students. Statistical analysis revealed that 63.81% of students used ICT to&#xd;
study mathematics and 36.19% did not. Of this percentage, 30.22% failed mathematics and 68.43%&#xd;
reported that ICT does not help them improve their grades. The use of ICT to study mathematics was&#xd;
influenced by students’ perceptions of its usefulness for their academic performance and learning.&#xd;
We also found an association with educational level and time spent on the Internet.</dc:description>
      <dc:date>2021-02-15T11:25:37Z</dc:date>
      <dc:date>2021-02-15T11:25:37Z</dc:date>
      <dc:date>2021</dc:date>
      <dc:type>info:eu-repo/semantics/article</dc:type>
      <dc:identifier>Hossein-Mohand, H.; Gómez-García, M.; Trujillo-Torres, J.-M.; Hossein-Mohand, H.; Boumadan-Hamed, M. Uses and Resources of Technologies by Mathematics Students Prior to COVID-19. Sustainability 2021, 13, 1630. https://doi.org/10.3390/su13041630</dc:identifier>
      <dc:identifier>http://hdl.handle.net/10481/66566</dc:identifier>
      <dc:identifier>10.3390/su13041630</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by/3.0/es/</dc:rights>
      <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
      <dc:rights>Atribución 3.0 España</dc:rights>
      <dc:publisher>MDPI</dc:publisher>
   </ow:Publication>
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