The Effect of Netbook Ownership on Children's Academic Achievement in Mathematics, Reading, and Writing

Autor/inn/en	Starkey, Louise; Zhong, Jingyi
Titel	The Effect of Netbook Ownership on Children's Academic Achievement in Mathematics, Reading, and Writing
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 1, S.34-41 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Starkey, Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12308
Schlagwörter	Correlation; Laptop Computers; Ownership; Mathematics Achievement; Comparative Analysis; Access to Computers; Low Income; Achievement Gains; Longitudinal Studies; Reading Achievement; Writing Skills; Program Descriptions; Standardized Tests + Suchen Sie Ihr Suchwort? Korrelation; Laptop computer; Laptop; Computer; Digitalrechner; Eigentum; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Niedriglohn; Achievement gain; Leistungssteigerung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseleistung; Writing skill; Schreibfertigkeit; Standadised tests; Standardisierter Test
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01