Does ICT matter for effectiveness and efficiency in mathematics education? |
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| Affiliation: | 1. Department of Economics and Statistics Cognetti de Martiis, University of Turin, Torino, Italy;2. Department of Economics and Statistics Cognetti de Martiis, University of Turin and Collegio Carlo Alberto, Moncalieri, Italy;3. School of Accounting, Economics and Finance Room 40.215, University of Wollongong North Wollongong, NSW 2522, Australia |
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| Abstract: | ICT infrastructure investments in educational institutions have been one of the key priorities of education policy during the last decade. Despite the attention, research on the effectiveness and efficiency of ICT is inconclusive. This is mainly due to small-scale research with weak identification strategies which lack a proper control group. Using the 2011 ‘Trends in International Mathematics and Science Study’ (TIMSS) data, we define by a Mahalanobis matching a control group with similar student, teacher, school and regional characteristics. The results indicate that accounting or not accounting for these characteristics, may considerably alter the estimated impact of ICT. This suggests that a correction for characteristics related to the student population, teaching staff, administrative personnel and school management is warranted in the evaluation of the impact of ICT. |
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| Keywords: | ICT Effectiveness Efficiency Secondary education Pupil motivation I21 D61 |
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