Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School
By Thomas A. E. Fuchs, Ludger Woessmann. Social Science Research Network, 2004
500 citations recorded by the source corpus.
We estimate the relationship between computers and students’ educational achievement in the international student-level PISA database. Bivariate analyses show a positive correlation between achievement and computer availability both at home and at school. However, once we control extensively for family background and school characteristics, the relationship gets negative for home computers and insignificant for school computers. Thus, mere availability of computers at home seems to distract students from effective learning. But achievement shows a positive conditional relationship with computer use for education and communication at home and an inverted U-shaped relationship with computer and internet use at school.
Subfields: Education, Safety Research, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/137190f8fb5c9e061462be7f8dfbd7418cb80a71
How researchers see this paper
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In Education
- Andrew J. Martin
- Steven I. Higgins
- P. Woolner
- Judy Anderson
- Sonia Livingstone
- E. Hall
- C. McCaughey
- Kate Wall
In Safety Research
- Judy Anderson
- J. Way
- J. Bobis
- Steven I. Higgins
- Sonia Livingstone
- Andrew J. Martin
- Kate Wall
- Herbert W. Marsh
In Sociology and Political Science
- P. Woolner
- Sonia Livingstone
- E. Hall
- Andrew J. Martin
- Kate Wall
- Andra Siibak
- Eszter Hargittai
- Ellen J. Helsper
Citations in the corpus
- The Economics of International Differences in Educational Achievement (2010, unknown): “Hanushek and Kimko (2000) and Lee and Barro (2001) perform country-level regressions using different tests and Woessmann (2003b) and Fuchs and Woessmann (2007) perform student-level”
- The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, unknown): “[106] Fuchs, Thomas, and Ludger Woessmann.”
- Critical reflections on the benefits of ICT in education (2012, background): “( Fuchs and Woessmann, 2004, p. 1) It seems that a simple increase in ICT provision does not guarantee enhanced educational performance.”
- Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “…into the importance of home-based logistic and resource support in students’ academic engagement (Mansour & Martin, 2009) and prior evidence that academic learning can be increased through the availability and use of computers within the home (Fuchs & Wobmann, 2005; Pomerantz & Moorman, 2007).”
- The Impact of School Environments : A literature review Produced for the Design Council (2005, background): “However, the suggestion that, as currently used, computers might be interfering with such learning is made in a recent report by Fuchs and Woessmann (2004).”
- Technology and Education: Computers, Software, and the Internet (2015, unknown): “Evidence from the first wave of studies appears to show that, at this time, Internet courses are less effective than in-person instruction.”
- Switching on and Switching off in Mathematics: An Ecological Study of Future Intent and Disengagement among Middle School Students. (2012, background): “Others have shown that student learning can be enhanced by the availability and use of computers within the home (Fuchs & Wobmann, 2005; Pomerantz & Moorman, 2007).”