Comparing the relationship between using educational technology in mathematics and student achievement in South Africa and Germany

Abstract

This study explored the relationship between educational technology and the mathematics achievement of South African and German students. Hierarchical Linear Models (HLM) showed that the availability of computers at school and using computers in the mathematics classroom in South Africa positively associated with the mathematics achievement of students. In Germany, the shared use of a computer/tablet with others at home and internet connection correlated positively with students’ mathematics performances while students who owned mobile phones achieved lower mathematics results than their counterparts. Similarly, in both countries, students owning a computer/tablet, students using computers/tablets “every or almost every day” for schoolwork at home, school and other places achieved lower mathematics results than their counterparts.

Keywords:

• Elementary education
• educational technology
• HLM
• mathematics education
• TIMSS 2015
• quantitative

Additional information

Funding

This work was supported by National Research Foundation (Reference: CSRP190415430728, Grant number: 120401) and Deutscher Akademischer Austauschdienst (DAAD160728182965).

Notes on contributors

Petronella Elize Saal

Petronella Elize Saal is a specialist in Computer integrated-education. She is a Computer Applications Technology (CAT), Economic Management Sciences (EMS), Economics and Business Studies teacher. Her research interests are comparative (within and across countries) education, educational technology, mathematics education and hierarchical linear modelling. She is a Deutscher Akademischer Austauschdienst (DAAD) alumni, has presented her work at national and international research platforms and has published in various accredited international peer-reviewed journals.

Linda van Ryneveld

Linda van Ryneveld is the Head of Comprehensive Online Education Services and an Associate Professor in Computer-integrated Education at the University of Pretoria. She is also the Head of Residence at House Mopanie, one of the male residences of the university. Linda holds a PhD in Computer-integrated Education from the University of Pretoria. She has published widely on topics relating to eLearning and the use of technology in teaching and learning, and has successfully supervised more than ten postgraduate students in this field to date. A further eleven PhD candidates are currently working under her supervision. Linda is often asked to act as external examiner for theses and dissertations, serves as an executive committee member on a number of associations and professional societies, and is a seasoned facilitator of workshops and seminars in her field. Linda's current research interests include all types of learning (with specific focus on mobile learning), instructional and curriculum design, open educational resources, game-based learning and gamification, as well as the academic development of university teaching staff.

Marien Alet Graham

Marien Alet Graham is a specialist in Assessment and Quality Assurance, Nonparametric Statistics and Statistical Quality Control. She is a rated researcher with the National Research Foundation (NRF), South Africa (Y1 rating). She is an Associate Professor at the Department of Science, Mathematics and Technology Education, University of Pretoria, South African and co-author of Nonparametric Statistical Process Control, John Wiley & Sons (2019). She is on the editorial advisory board of Scientific Studies and Research, Series Mathematics and Informatics, has published in numerous accredited international peer-reviewed journals and has presented her research at several national and international conferences.