Session Information
09 SES 09 A, Structure and Determinants of Multiple Competencies of Grade 4 Learners: Findings from PIRLS/TIMSS 2011 combined – PART 1
Symposium
Contribution
PIRLS 2006 and TIMSS 2007 indicated that the use of ICT (information and communication technologies) at home and at school is related to students’ achievement in primary schools (Schulz-Zander, Eickelmann & Goy, 2010; Eickelmann, Drossel, Wendt & Bos, 2012). By analyzing the use of ICT both in mathematics and science the IEA-study SITES 2006 (Second Information technology in Education Study, module 2006, cf. Law, Pelgrum & Plomp, 2008) has shown the relevance of the subject-specific context. This paper seizes on these findings and investigates the extent to which learning and students’ achievement in mathematics and science of fourth grade students is related to the use of ICT. By contrasting two subjects (mathematics and science) and using the same sample of German students, the paper examines first-time for primary school students to which extent the context of the subject itself matters. Using data from the TIMSS 2011 (Bos et al., 2012; Mullis et al., 2012) and applying regression analysis, the research takes the relation of both students’ achievement (as dependent variable) and students’ background (e.g. SES and gender) into account. In addition, multi-level analyses study the relevance of the classroom level comprising subject specific use of ICT and ICT-related teaching practices.
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