Longitudinal Impacts of Home Computer Use on Primary School Children’s Reading and Mathematics Achievement

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Ebrahim Talaee Kathy Sylva Maria Evangelou Omid Noroozi

Abstract

This study investigates the impact of children’s Home Computer Use (HCU), both educational and recreational, on their achievement in Reading and Mathematics during primary school. The data are taken from a longitudinal study in England called Effective Provision of Preschool, Primary and Secondary Education (EPPSE). Hierarchical linear regressions were employed to investigate the main (direct) effects, and path analyses were applied to study the mediation (indirect) effects of HCU on pupils’ school achievement. The main effect models indicated that HCU has very little ‘extra’ impact on children’s school results over and beyond their prior achievement and demographic background. By contrast, results from path analyses showed a statistically significant mediation effect, through the home learning environment and self-regulation, on children’s Reading and Mathematics scores. The implications of the findings for policy and practice are also discussed.

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How to Cite
TALAEE, Ebrahim et al. Longitudinal Impacts of Home Computer Use on Primary School Children’s Reading and Mathematics Achievement. International Electronic Journal of Elementary Education, [S.l.], v. 11, n. 2, p. 125-134, jan. 2019. ISSN 1307-9298. Available at: <https://www.iejee.com/index.php/IEJEE/article/view/651>. Date accessed: 23 mar. 2019.
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