ArticleSN social sciences2021
ICT in mathematics education: an HLM analysis of achievement, access to and use of ICT by African Middle School Students.
Article in SN social sciences, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study examined the influence of access to and frequent use of information and communication technology (ICT) in school and home settings on achievement in mathematics for Grades 8 and 9 African students. A large-scale international database, that of the 2015 Trends in International Mathematics and Science Study was used and hierarchical linear models were employed to examine school- and student-level variables. Findings showed that student access to ICT during a lesson was significant and a positive predictor for student learning outcomes in mathematics, while teacher integration of ICT into pedagogy as a mediating factor had a negative association. Student-level ICT predictors, for example access to ICT at home, had a positive association with student learning outcomes in mathematics, while intensity of student ICT use was a negative predictor; this applied even after controlling for age, gender, and educational resources at home.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.