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Home-PC usage and achievement in English
ARTICLE

Computers & Education Volume 49, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This article investigates the relation between home computer use and performance in English at school. The sample consists of 656 tenth-class students (age 15–16) in upper-secondary schools in Bergen, Norway. Data collection took place in the spring of 2002 and was administrated by the county education office. After correcting for gender, subject interest, reading disabilities and different PC activity categories, it was still possible to predict performance in English on a significant level from the total time spent in front of the PC-screen. Both boys and girls who seldom used home computers achieved low scores in English. However, of those students who spent two or more hours per day in front of the screen, girls performed very well in English while boys failed to show similar performance gains. Moreover, youths who were classified as poor readers benefited more from using home computers than those who were more competent readers.

Citation

Nævdal, F. (2007). Home-PC usage and achievement in English. Computers & Education, 49(4), 1112-1121. Elsevier Ltd. Retrieved April 5, 2020 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2006.01.003

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