Technological Factors That Influence the Mathematics Performance of Secondary School Students
Metadata
Show full item recordEditorial
MDPI
Materia
ICT Secondary education Academic performance Learning Mathematics
Date
2020Referencia bibliográfica
Gómez-García, M.; Hossein-Mohand, H.; Trujillo-Torres, J.M.; Hossein-Mohand, H.; Aznar-Díaz, I. Technological Factors That Influence the Mathematics Performance of Secondary School Students. Mathematics 2020, 8, 1935. https://doi.org/10.3390/math8111935
Abstract
Although the value of information and communication technology (ICT) is positive and
its use is widespread, its potential as a teaching tool in mathematics is not optimized and its
methodological integration is rare. In addition, the availability of ICT resources in schools is positively
associated with the academic success of students, and the availability of ICT resources at home is
negatively associated with their success. To determine the relationships among academic performance,
uses, and available ICT resources, a total of 2018 secondary school students participated in the present
study. The uses and available ICT resources, and the learning of mathematics and ICT, were evaluated
using a validated 11-item questionnaire. Statistical analysis reveals that, of the secondary education
levels, the lowest results are observed in the third year. A total of 64% of students affirm that they
use ICT at home to study mathematics. In addition, 33.61% of the students affirm that they use their
mobile phones frequently while studying at home. However, it should be noted that between 23.80%
and 28.44% affirm that they dedicate more than 4 h per day to phone calls. Educational level is a
predictor of academic performance in mathematics associated with students’ uses of ICT. The scores
indicate that the computer is generally used for Internet searches, thus, limiting the use of ICT for
educational purposes. Furthermore, there is a difference regarding gender.