The effect of netbook ownership on children's academic achievement in mathematics, reading, and writing.
How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with differing results. The introduction of an optional netbook purchasing scheme for children in a low socio‐e...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 1; pp. 34 - 42 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=134200909&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 134200909 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2019 vid: 35 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 134200909 134200909 134200909 10.1111/jcal.12308 134200909 ppf: 34 ppct: 8 formats: tig: atl: The effect of netbook ownership on children's academic achievement in mathematics, reading, and writing. aug: au: Starkey, Louise Zhong, Jingyi affil: Victoria University of Wellington, Wellington New Zealand sug: subj: Education, Non-Traditional In Infancy and Childhood Learning Methods Computers, Hand-Held Utilization Academic Achievement Evaluation Outcomes of Education Evaluation Human Child, Preschool Child New Zealand Male Female Reading Evaluation Writing Evaluation Mathematics Data Collection Methods Socioeconomic Factors Demography Data Analysis, Statistical Chi Square Test Regression Descriptive Statistics Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with differing results. The introduction of an optional netbook purchasing scheme for children in a low socio‐economic community provided an opportunity to compare the academic improvement for those who joined the scheme with those who did not with both groups learning within the same context with the same teachers. Using nationally calibrated assessment tools that test reading, writing, and mathematical skill progression, the student achievement data from six schools across a 2‐year period were analysed using chi‐square testing, regression analysis, propensity score matching, and cumulative logit modelling. The results identified few significant differences between the students in most aspects of achievement and no significant difference in academic improvement between the two groups. Lay Description: What is currently known about the subject matter: Whole class use of netbooks can improve achievement in reading, writing and mathematics.Children in low socio‐economic contexts have limited access to the Internet or netbooks for learning. What this paper adds to this: The use of netbooks alone has an insignificant effect on achievement in standardized assessments.Academic progress of children in the same context is similar whether using netbooks or not. Implication of study findings for practitioners: Introduction of netbook schemes should enable all students to have dedicated access. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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