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ERIC Number: EJ1221378
Record Type: Journal
Publication Date: 2019-Aug
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
The Impact of Digital Divides on Student Mathematics Achievement in Confucian Heritage Cultures: A Critical Examination Using PISA 2012 Data
Tan, Cheng Yong; Hew, Khe Foon
International Journal of Science and Mathematics Education, v17 n6 p1213-1232 Aug 2019
This study critically examines if digital divides, comprising access to and use of information technology (IT) in two spheres (schools and at home), affect student achievement in Confucian heritage cultures (CHCs). The sample comprised 38,158 students from 1030 schools in seven CHCs who participated in Program for International Student Assessment (PISA) 2012. Markov chain Monte Carlo multiple imputation, hierarchical linear modeling (HLM), and latent class analysis (LCA) were employed in the analysis. Results showed that home (but not school) IT use benefited student mathematics achievement, and students with the overall least IT resources were most academically successful. These results indicate the importance of understanding the nuanced effects of digital divides in different contexts.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment