Home-PC Usage and Achievement in English

Autor/in	Naevdal, Folkvard
Titel	Home-PC Usage and Achievement in English
Quelle	In: Computers & Education, 49 (2007) 4, S.1112-1121 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2006.01.003
Schlagwörter	Foreign Countries; Reading Difficulties; Females; Gender Differences; Computer Uses in Education; Computer Attitudes; Secondary Education; Academic Achievement; English (Second Language); Second Language Instruction; Predictor Variables; Computers; Information Technology; Correlation; Educational Environment; Time Factors (Learning); Leisure Time; Norway + Suchen Sie Ihr Suchwort? Ausland; Reading difficulty; Leseschwierigkeit; Weibliches Geschlecht; Geschlechterkonflikt; Computernutzung; Sekundarbereich; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Prädiktor; Digitalrechner; Informationstechnologie; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Freizeit; Norwegen
Abstract	This article investigates the relation between home computer use and performance in English at school. The sample consists of 656 tenth-class students (age 15-16) in upper-secondary schools in Bergen, Norway. Data collection took place in the spring of 2002 and was administrated by the county education office. After correcting for gender, subject interest, reading disabilities and different PC activity categories, it was still possible to predict performance in English on a significant level from the total time spent in front of the PC-screen. Both boys and girls who seldom used home computers achieved low scores in English. However, of those students who spent two or more hours per day in front of the screen, girls performed very well in English while boys failed to show similar performance gains. Moreover, youths who were classified as poor readers benefited more from using home computers than those who were more competent readers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10