Bipolar Analysis of the Impact of Computer Access and Uses Factors on

Students Performance across Countries based on the

2011 TIMSS Mathematics Scores
Martin W. Baguio, Lyra C. Bitayo, Lady Vi B. Costas, Angeline M. Pogoy
Cebu Normal University
mbaguio2@gmail.com

Abstract

The study utilized the bipolar analysis of the impact of nine (9) ICT components for
instruction on the mathematics performance of the students based on the TIMSS (2011)
mathematics scores of the top 20 and bottom 20 performing countries. Exploratory method
through cluster analysis and formal test of statistical hypotheses through t-test, analysis of
variance and regression analysis were used to analyze the data. Results revealed that computer
access of having computers and international internet subscription and computer use such as
computer availability for practicing skills and procedures and computer software as supplement
have statistically significant bearings on the general characteristics of mathematics education in
these countries.

Keywords: bipolar analysis, confirmatory methods, TIMSS mathematics scores, computer

access and uses

Introduction

Computers have changed the world’s perspective of life. It has been proven that computer
has brought so many variations in the existence of humanity (Grinager, 2006, Marcus, 2008,
Dobrican, 2009,). Computer affects the whole society and its practices including the educational
systems (Project RED 2010, Fouts, 2000, Halverson & Smith, 2009, Toure, 2008, Frick, 2008).
Developments in technology have left many changes on teaching and learning environments and
marked history of making new approaches to educational (teaching- learning) attitudes
application ( Karadağ, 2003). Computers are considered as a vital part of education this present
time (Fairlie & Robinson, 2013). Karadağ (2003) also added that educational process must have
more than conventional teachers and the pre-service teacher roles become dynamic eventually.

Students’ different learning styles and skills are often unobservable (Gönül & Solano,
2013). In answering the question on how to overcome the difficulties faced by the students in
Mathematics, teachers must adopt different methods of pedagogy like drill method, using
different audio visual aids, computer aided instruction (CAI) and etc. (Ramani & Patadia, 2012).
This was also supported by the researchers, Stimmel, Connor, McCASKILL and Durette (1981)
that computer is rapidly being recognized as a powerful tool for improving the educational status
at all levels. It has become a pervasive tool optimizing students’ learning (Traynor, 2003).
Computer Aided Instruction (CAI) was also considered by the Department of Education of
United States of America (2009) as an effective method in strengthening the plans for
educational institutions improvement as cited by McLain Forman II (2010) on his study about
“The Effectiveness of Computer-Aided Mathematics Instruction in the New Era of STEM
Education” under International Center for Leadership in Education (ICLE).

The uncertainty of what is really the true impact of computer in education specifically in
instruction still reigns to this date for there were studies which had findings which are opposing
to one another. This was supported by Michael Trucano (2007) through one of his key findings
which he added that there is no enough proof of considering that ICT use brought positive impact
to education and is open to much debate. On the past years, there were studies as cited by Hedges
(2000) that were having results on the relationship of computer use and academic achievement
which indicated that this technology (computer) can affect the student outcomes positively. The
study which is the analysis 2001 Brazilian Basic Education Evaluation System (SAEB) found
out that there was negative effect of computer use to younger students and only small positive
impact for older students (Wainer, 2008). Fuchs and Woessmann (2004) concluded their research
by stating that computers available at home distract the students from the effective learning yet
the measures of computer use for education and communication reveal a positive conditional
relationship with what the students achieved. On latter, there was analysis on the administrative
data on North Carolina about the home computer access and use in math and reading
achievement of the students and results suggested that providing universal access to home
computers and internet connection would not narrow the mathematics and reading achievement
gaps (Vigdor & Ladd, 2010). The mathematics and science achievement gaps between
individuals and schools were explained through the aide of the familiarity of the students with
ICT and their involvement to technology and ICT is considered as a vital factor in structuring
classroom environment (Delen & Bulut, 2011).

The result of the latest project of an international organization for assessment which is
the Trends in Mathematics and Science Study (TIMSS 2011) can be a real proof of how some
ICT components affected the performance of participating top and bottom twenty countries in
Mathematics. There are factors and variables in relation to computer use and access presented in
the international study. The international assessment was participated with many countries which
make the available data be a basis in making strong analysis and decision (Montalbo & Pogoy,
2010). The data will be analyzed to trace how computer, its factors and some components
affected the two poles (top and bottom countries) performance in TIMSS. The different public
and private sectors of the world, international leaders, business and industries have proven the
effectiveness of massive or big data in economic growth achievement realizing that advanced
technologies could help them think and gain deeper, more informed and reliable analysis from
their data (The White House 2014, The Association of Chartered Certified Accountants 2013,
Global Pulse 2012, McKinsey Global Institute 2011) and so, the bulk data presented on the
present study is a strong stand in leading to strong outcomes.

Given the data presented on the respective sites of TIMSS and International
Telecommunication Union, the focus of the present study are the factors of computer uses and
access and with the variables under and these are: percentage of individuals who use internet,
computers available for Mathematics lesson, international mobile subscription, computer
software used and other different uses of computer. The present study aims to determine which
of the following variables are more effective that affected the 8 th grade students’ achievement
based on TIMSS (2011).

Literature Review

There are various studies which show that computers have big impact in teaching
Mathematics (Ramani & Patadia, 2012). Interactive software programs, EBooks, and more in-
built technology may facilitate changes which will help in enhancing the quality of education:
ICT stand as an agent for change (Watson, 2005).

With the fast growing technology we have nowadays, computers have capabilities that
will enhance learning in any varied ways. CAI refers to any use of computers that gives
interaction with the students in various ways in the learning process (Ramani & Patadia, 2012).
When computer-aided instruction is applied to traditional classes, it enables the students to work
on their own at any time and place depends on their availability of computer with internet access
(Cotton, 2001),. The studies of Kigsley and Boone, (2008), state that students who have
computers in addition to books as instructional materials scored higher on a standardized state
test than to those students who don’t have.

Computers allow the Mathematicians to provide significant development into

Mathematics (Klarreich, 2004). Lee (2010) believed that computers can help in contributing and
improving the growth of the student’s achievement in mathematics as it serves as an instructional
tools for direct instruction and other approaches of learning. It permits students to make
multiple-representations of mathematical concepts (Waits & Demana, 2000), and allow more
powerful mathematical problem-solving and graphing opportunities in the learning and teaching
of Mathematics (NCTM, 2003). Students also can revisit topics which can help them master the
content of their lessons (Hannafin and Foshay, 2008). Educators believed that there would be big
and new opportunities for learning with the help of technology (Kinnaman, 2001). It is an “out-
of-the-box” answer to fill the achievement gaps and for the educators teaching out of the field
(Lee, 2010). Hollebrands (2007) also thought that better learning opportunities are provided on
technological environments while potentially engaging students of different Mathematical skill
level with task and activities for Mathematical advancement.

Research also tends to show that ICT should be taken into consideration in structuring the
classroom (Delen & Bulut, 2011). Weighting (2006) emphasized that integration of computers in
teaching can be useful in enhancing the classroom environment for more interaction between the
students, teachers and other school staffs.

In United States of America, McLain Forman II (2010) stated on his study about “The
Effectiveness of Computer-Aided Mathematics Instruction in the New Era of STEM Education”
that computer-aided instruction was deliberated as an efficient method in developing the plans on
improving educational institutions by the Department of Education of America (2009).

In Malaysia, the Ministry of Education (MOE), with an aim to become a developed

nation by the year 2020, implemented ICT programs to bring technology in the classroom,
starting with programs like Computer in Education, Computer Aided Instruction and Learning,
Smart Schools and such (Mahmud, 2006).

In addition, computers when misused could lead to negative effects but it brings more
positive outcomes when used in proper and positive way. It could lead to several economic
effects, increase in productivity, and a source of income and acquisition of knowledge (Gamboa
& Suaza, 2011).

Furthermore, computer games also, not just the software, stimulate students and help
them in terms of cognitive and problem-solving skills (Leigh, 2004). Students make use of
computer for amusements were having positive and necessary impact on cross sectional reading
math achievement assessment in high school (Bowers & Berland, 2013).

Other studies also show that the integration of computer technology in education helps
the students excel in some educational areas such as mathematics, science and social study. The
fast development of technology in our society can enrich the education as it develops students to
be independent and be more responsible in learning (Cox and Abbott, 2004). Computers serve as
the strongest weapon in the development of mathematics and in mathematics teaching and
learning (Goldenberg, 2000).
Methodology

This study utilized bipolar analysis where the top 20 performing countries and bottom 20
performing countries in Mathematics based on TIMSS 2011 were compared in terms of some
ICT components. The measurement of each variable is presented below:

Table 1: Definition of the variables under Computer Access and Use Factors

Variable Code Measurement

Percentage of Individuals who

Individuals using Internet Percentage
are using Internet

Percentage of Students who Students who have

Percentage
have Computers Computers
International Mobile- cellular Subscriptions per 100
Mobile Subscription
Subscription inhabitants
Computers Software for Basic
Use- Basic Instruction Percentage
Instruction Use
Computers Software for
Use- Supplement Percentage
Supplement Use

Percentage of Students who use

Computers in School to Explore
Exploration of Concepts Percentage
MathematicsPrinciples and
Concepts

Percentage of Students who use

Computers in School to Look Look up Information Percentage
Up Ideasand Information
Percentage of Students who use
Computers in School to Process Process and Analyze Data Percentage
andAnalyze Data
Percentage of Students who use
Computers in School to Practice Practice skills Percentage
Skillsand Procedures

The data were gathered from the published paper results of the Trends in Mathematics
and Science Study (TIMMS) 2011 including the mathematics mean score of each country and
respective site of International Telecommunication Union (ITU) 2011.
 Varieties of analysis were being utilized in order to compare and contrast the variables
mentioned above of the top and low performing countries namely exploratory analysis, statistical
t-test and regression analysis. The exploratory analysis (no statistical testing involved)comprised
of simply finding the data and gathering the profiles of the top 20 performing and bottom 20
performing countries in terms of the variables stated. Although real cluster analysis was not
really executed technically, we denoted this method as “forced cluster analysis” for the sake of
conciseness. Right after exploring the profile of the two sets of countries, the researchers
compared and contrasted the two groups based on the variables that have found by making use of
the t-test for independent samples in order to determine whether the variable is significant or not.
Lastly, for the variables found to have substantial bearings as a discriminating characteristic
between the top performing and the low performing countries, regression analysis was performed
in order to determine their joint relative influence in the Mathematics scores of 8th grade students
in these countries.

Results and Discussion

A. Results

We did cluster analysis as an introductory data exploration, which the top performing
countries are clustered as one as well as the bottom or low performing countries. The different
ICT components of each cluster were analyzed and the results are presented in Table 2:

Table 2: Cluster Analysis of Top and Low Performing Countries

Variable Cluster1(Top 20) Cluster2 (Low 20) Centroid
Individuals using Internet 65.635 40.4148 56.808
Students who have Computers 42.808 21.2143 35.250
Mobile Subscription 133.440 97.4648 120.849
Use- Basic Instruction 8.577 5.5714 7.525
Use- Supplement 63.115 37.0000 53.975
Exploration of Concepts 27.500 10.3571 21.500
Look up Information 28.500 11.5000 22.550
Process and Analyze Data 26.500 9.6429 20.600
Practice skills 31.308 10.3571 23.975

Table 2 showed that the cluster of top performing countries are having greater values than
the cluster of low performing countries which entailed generally that top performing countries
have: greater percentage of individuals using internet, have greater percentage of students having
computers, have more people who are using mobile cellular phones, have greater percentage of
individuals who use computer software for basic instruction and for supplement and have more
students who use computers to explore mathematics principles and concepts, to look up ideas
and information, to process and analyzed data and to practice skills and procedures.
 We continued to perform formal statistical testing on the variables which stand out as
very different between these two clusters of countries. Table 3 has the results when TIMSS
mathematics scores of 8th grade students were compared in relation to the variables which
appeared to detect the difference of the two groups of countries.

Table 3: Comparison of the TIMMS Mathematics Scores Based On Computer-Access

Factor Variables

Variable T-value P-Value Interpretation

Internet Subscription 5.06 0.000 Very Significant, p< 0.05

Students who have

4.35 0.000 Very Significant, p< 0.05
computers

Mobile Cellular
0.83 0.412 Not Significant, p> 0.05
Subscription

Table 4: Comparison of the TIMMS Mathematics Scores Based On Computer-Use Factor

Variables

Variable T-value P-value Interpretation

Use- Basic Instruction -1.20 0.239 Not Significant, p> 0.05

Use- Supplement 2.73 0.010 Very Significant, p< 0.05

Exploration of Concepts 1.92 0.063 Not significant, p> 0.05

Look up Information 1.27 0.211 Not Significant, p> 0.05

Process and Analyze Data 1.74 0.090 Not Significant, p> 0.05

Practice skills 2.29 0.028 Very Significant, p< 0.05

Only four (4) were found to be statistically significant in relation to the Mathematics
scores in the TIMSS (2011) out of the nine (9) variables considered. These variables were:
internet subscription, students who have computers, computer software for supplement, and
computer-use in the Classroom: to practice skills and procedures.
 Table 5 shows the analysis performed to ascertain the joint effects of these (4)
individually significant determinants of student performance in Mathematics:

Table 5: Regression Analysis with TIMSS Mathematics Scores Based on Computer Use
and Access Factor Variables
Regression Equation is

TIMSS 2011 = 319.2 + 1.051 Individuals using Internet

+ 2.893 Students who have Computers

+ 1.280 Use- Supplement - 3.41 Practice skills

Coefficients

Term Coef SECoef T-Value P-Value VIF

Constant 319.2 25.4 12.57 0.000
Individuals using Internet 1.051 0.425 2.47 0.019 1.57
Students who have Computers 2.893 0.873 3.31 0.002 3.98
Use- Supplement 1.280 0.574 2.23 0.032 2.12
Practice skills -3.41 1.03 -3.31 0.002 4.32

Model Summary

S = 47.9881 R-sq = 57.81%R-sq(adj)=52.99% R-sq(pred)=42.29%

Of the four (4) ICT components analyzed, thestudents having computers andto practice
skillsand procedures turned out to have the highest influence on the final outcome as measured
by the TIMSS mathematics scores, followed by the Individuals using Internet and lastly,
computer software used as supplement. Together, these variables explained about 57.81% of the
variance in the mathematics scores observed under TIMSS (2011) results.

B. Discussion

As presented in our related literature review part, there are many studies that were
conducted about the effects brought by computers to the educative process specifically in
achievement of the students. The big number of local investigations conducted to distinguish the
relationship of computer access and uses and the performance of students demonstrated how
important these factors to the teaching and learning process. The published works of different
researchers had varied conclusions; some confirmed the positive impact of computer access and
uses to how students perform while some concluded how availability of computer and its uses
brought negative effects to the achievements of the students in school.
1. The initial analysis which has not gone through with statistical analysis revealed that top
performing countries have higher computer access and have greater percentage of
students in terms of computer use. This implies that both computer access and proper use
can improve mathematics achievement in a country. The high access and use of computer
can somehow reflect the quality education offered in a nation.

2. The second analysis showed that out of the nine ICT components, only four namely,
under computer access, International Internet Subscription and Students having
Computers and for computer use factor, Computer Software Used for Supplement and
computer use for Practicing Skills And Procedures had significant bearings which could
tell that a country can help the learners to achieve high in mathematics through
strengthening their policies which talk about free computer access and use for educational
purposes. The government can give emphasis with these four variables for greater
achievement in mathematics.

3. Taken jointly, the four components are still significant but the variables Students Having
Computer and Computer Use for Practicing Skills and Procedures had the most
variances. This means that if a student has his/her own computer, it would lead him/her
for greater learning in mathematics. The students if provided with computers would help
them progress academically. In relation, the internet connection could be very vital for
availability of computers so that the students can maximize the use of computer for
learning. We suspected that the reason why the two variables under computer access
factor have significant bearings for each variable is dependent to one another for
maximum use of the technology. The internet could not be used without computers.
Although computer could stand alone but its maximum capacity could not be realized
without the internet connection.

4. The three analyses considered that if students are having their own computers, it would
bring a positive relationship with their accomplishments academically. If a country
supported the notion of providing each student to have a computer, it would enhance its
manpower and somehow contribute to the nation’s progress. In connection, the number of
individuals who used internet including the students has brought a positive impact to their
scores in mathematics. It entails the importance of the internet access to the students. This
bearing gave the idea that if the community has internet connection, it would increase the
level of the performance of the students and encourage every nation to strengthen their
policies with regards to the belief of providing free internet connection for their society.
This could tell that computer and internet access mirror or reflect the good performance
of the students.

5. Mobile cellular phones as part of the innovation of computers failed to connect its impact
to the achievement of the students. The cellular phones are vital for communication but
somehow people not only in the Philippines neglected its main uses. Smart phones are
 now generally used for gaming purposes. The games related with mathematics
enrichment maybe ignored by the students who are using this technology. The failure of
linking the cellular phones or smart phones international subscription to the good scores
of the students made a realization that mobile cellular phones cannot directly affect the
way students perform.

6. Computer software that is utilized for supplement and enrichment of students turned out
to be one of the main causes of student performance. This revealed how significant
computer software for students is. It can help them made use of computer in answering
their assignments and home works. Computer software is effective additive towards
student academic attainment. In the other hand, the analyses denied the impact of the
computer software when used in instruction. Using computer software in teaching
process has no bearing with the student good performance. This entailed that computer
integration must be student- centered where the students themselves must be the one to
use the computer. The computer is best use for enrichment and by saying so, the people,
teachers and parents around the students have the major role to monitor the students for
proper computer use.

7. Lastly, the uses of the computers in mathematics lesson were also tested and it turned out
that the variable coded as practice skills is a single determinant of the student ultimate
performance. The students have various opportunities in using a computer for enrichment
and even exploration in the classroom. The opportunities of using computers in a
classroom for the students to practice skills and procedures are effective method to be
implemented in reaching high achievement in mathematics. The application of such
manner would directly establish a good effect in reaching good performance. Hence,
there are three uses specifically exploration of concepts, looking up for information,
process and analyze data, found to have no straight connection with the student
performance.

Conclusion

The ICT components mirror the quality education offered in a nation. The computer
access and use factors reflect the good Mathematics instruction of a country and the most
important determinant of the students’ academic achievement is the owning or having personal
computer of the students with the use for practicing skills and procedures.
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