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dc.contributor.author | Saal, Petronella Elize![]() |
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dc.contributor.author | Graham, Marien Alet![]() |
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dc.contributor.author | Van Ryneveld, Linda![]() |
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dc.date.accessioned | 2021-06-25T13:20:27Z | |
dc.date.available | 2021-06-25T13:20:27Z | |
dc.date.issued | 2020 | |
dc.description.abstract | The Education system in Germany recently invested five billion euro in digital infrastructure for about 40 000 schools. Therefore, this mixed-method study explored the relationship between integrating educational technology in mathematics education and the mathematics achievement of Grade 4 German students. Descriptive statistics and two-level Hierarchical Linear Models (HLM) were used to analyse the Trends in Mathematics and Science Study (TIMSS) 2015 questionnaire data of students, their parents, mathematics teachers and principals. Semi-structured interviews and classroom observations were also used to collect data at two schools, which were conveniently and purposefully selected. Findings from HLM revealed that students who owned a mobile phone, a computer/tablet as well as those who used computers/tablets ‘every or almost every day’ at home, at school and other places for schoolwork, achieved lower mathematics scores than their counterparts. While the shared use of a computer/tablet and an internet connection positively and significantly predict student performances. | en_ZA |
dc.description.department | Science, Mathematics and Technology Education | en_ZA |
dc.description.librarian | pm2021 | en_ZA |
dc.description.uri | https://www.ejmste.com | en_ZA |
dc.identifier.citation | Saal, P. E., Graham, M. A. & van Ryneveld, L. (2020). The Relationship between Integrating Educational Technology in Mathematics Education and the Mathematics Achievement of German Students. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1905. https://doi.org/10.29333/ejmste/8939. | en_ZA |
dc.identifier.issn | 1305-8215 (print) | |
dc.identifier.issn | 1305-8223 (online) | |
dc.identifier.other | 10.29333/ejmste/8939 | |
dc.identifier.uri | http://hdl.handle.net/2263/80614 | |
dc.language.iso | en | en_ZA |
dc.publisher | Modestum | en_ZA |
dc.rights | © 2020 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License. | en_ZA |
dc.subject | Educational technology | en_ZA |
dc.subject | Mathematics achievement | en_ZA |
dc.subject | Mathematics education | en_ZA |
dc.subject | Hierarchical linear model (HLM) | en_ZA |
dc.subject | Trends in mathematics and science study (TIMSS) | en_ZA |
dc.title | The relationship between integrating educational technology in mathematics education and the mathematics achievement of German students | en_ZA |
dc.type | Article | en_ZA |