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Uses and Resources of Technologies by Mathematics Students Prior to COVID-19

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  • Hassan Hossein-Mohand

    (Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain)

  • Melchor Gómez-García

    (Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain)

  • Juan-Manuel Trujillo-Torres

    (Department of Didactics and School Organization, Faculty of Educational Sciences, Universidad de Granada (UGR), 18071 Granada, Spain)

  • Hossein Hossein-Mohand

    (Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain)

  • Moussa Boumadan-Hamed

    (Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain)

Abstract

Digital competence in education includes, amongst other things, the ability to create and manage content and information, mastery of communication tools, and solving technological problems. The access to information and communication technologies (ICT) for educational purposes could have affected the academic performance of mathematics students prior to COVID-19. The objectives were to (1) analyze family and economic factors that could influence the use of ICT for educational purposes, and (2) determine what attributes of Melilla’s mathematics students could explain an additional variation in the use of ICT for academic purposes before COVID-19. A total of 2018 students at secondary schools in Melilla were included in this cross-sectional study. A validated questionnaire with 14 questions regarding ICT and its uses and resources in mathematics learning was administered to students. Statistical analysis revealed that 63.81% of students used ICT to study mathematics and 36.19% did not. Of this percentage, 30.22% failed mathematics and 68.43% reported that ICT does not help them improve their grades. The use of ICT to study mathematics was influenced by students’ perceptions of its usefulness for their academic performance and learning. We also found an association with educational level and time spent on the Internet.

Suggested Citation

  • Hassan Hossein-Mohand & Melchor Gómez-García & Juan-Manuel Trujillo-Torres & Hossein Hossein-Mohand & Moussa Boumadan-Hamed, 2021. "Uses and Resources of Technologies by Mathematics Students Prior to COVID-19," Sustainability, MDPI, vol. 13(4), pages 1-17, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:1630-:d:492770
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    References listed on IDEAS

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    1. José Juan Carrión-Martínez & Antonio Luque-de la Rosa & José Fernández-Cerero & Marta Montenegro-Rueda, 2020. "Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review," Sustainability, MDPI, vol. 12(8), pages 1-12, April.
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    4. Sunha Kim, 2018. "ICT and the UN’s Sustainable Development Goal for Education: Using ICT to Boost the Math Performance of Immigrant Youths in the US," Sustainability, MDPI, vol. 10(12), pages 1-19, December.
    5. Belkis Díaz-Lauzurica & David Moreno-Salinas, 2019. "Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation," Sustainability, MDPI, vol. 11(18), pages 1-21, September.
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