Een multilevel onderzoek naar het effect van tablet gebruik in Nederlandse basisscholen op leesprestaties

Winnaar van de Mens & Maatschappij Bachelorscriptieprijs 2020

Datos Bibliográficos

ID22300503
AutoresFeline Wafelaar, Kim Stienstra (0000-0002-9877-6215)
Año2021
Volumen96
Número1
Páginas31-66
Fecha de publicación2021-03-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaMens & Maatschappij (JOURNAL)
Identificadores de la revistaISSN: 0025-9454 • E-ISSN: 1876-2816
EditorialAmsterdam University Press (PUBLISHER • NL)
DOI10.5117/mem2021.1.003.wafe
OpenAlexW3150565316
IdiomaNL
Referencias citadas13

A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements This study utilized data from the 2016 Progress in International Reading Literacy Study to examine the effect of the frequency of tablet usage in school on children’s reading achievements. It further addressed the gender gap in achievements by exploring whether gender moderates the relationship between tablet use and achievements. The sample consisted of 3504 fourth grade students from Dutch primary schools. A multilevel model was conducted in which both student- and school-level predictors were included. Contrary to the positive effect of tablet use on reading achievements found by most previous studies, the findings suggested no relationship between tablet use and achievements. There was also no evidence found that gender moderates this relationship. Results are critically discussed and recommendations for future research are being made

Literacy · Mathematics education · Multilevel model · Multilevel modelling · Pedagogy · Political science · Reading (process) · Sample (material) · Statistics · Child Development and Digital Technology · Gender and Technology in Education · Impact of Technology on Adolescents · Mathematics · Psychology