ERIC Number: EJ879788
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0735-6331
EISSN: N/A
Does Computer Use Promote the Mathematical Proficiency of ELL Students?
Kim, Sunha; Chang, Mido
Journal of Educational Computing Research, v42 n3 p285-305 2010
The study explored the effects of computer use on the mathematical performance of students with special attention to ELL students. To achieve a high generalizability of findings, the study used a U.S. nationally representative database, the Early Childhood Longitudinal Survey Kindergarten Cohort (ECLS-K), and adopted proper weights. The study conducted both cross-sectional and longitudinal analyses to examine the direct and longitudinal effects of three types of computer use: home computer access, computer use for various purposes, and computer use for math. The study found positive effects of home computer access and computer use for various purposes for English-speaking groups. It is important to note that computer use for math was associated with a reduced gap in math achievement between native English-speaking and ELL students. In particular, when Hispanic and Asian students frequently used computers for math, they showed high math performances when compared with their English-speaking counterparts. (Contains 1 figure and 2 tables.)
Descriptors: Limited English Speaking, Elementary School Students, Hispanic American Students, Asian American Students, African American Students, White Students, Minority Groups, English (Second Language), Mathematics Achievement, Achievement Gap, Kindergarten, Longitudinal Studies, Comparative Analysis, Item Response Theory, Predictor Variables, Access to Computers, Computer Uses in Education, Educational Technology
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A