Time-on-task, technology and mathematics achievement.

Area of Science:

• Educational Technology
• Information and Communication Technologies (ICT) in Education
• Mathematics Education

Background:

• Developing countries face challenges in leveraging technology for education.
• Information and Communication Technologies (ICT) offer potential solutions for educational enhancement.
• This study evaluates the early implementation of computers in mathematics curriculum delivery in South Africa.

Purpose of the Study:

• To evaluate the effectiveness of introducing computers into the mathematics curriculum in South Africa.
• To identify factors influencing student performance in a technology-integrated learning environment.
• To provide formative insights for program improvement despite early-stage evaluation.

Main Methods:

• An outcome evaluation was adapted for a formative role during early program implementation.
• Data collection focused on mathematics curriculum delivery using computers in a South African province.
• Analysis considered implementation variability and learner exposure to the intervention.

Main Results:

• Despite varied implementation and limited exposure, computer integration showed potential effectiveness.
• Mathematics performance improvements were linked to teaching practices, social differences, and the intervention itself.
• The most significant predictor of improved mathematics performance was the duration of learner engagement with educational software.

Conclusions:

• Computer-assisted mathematics instruction in developing countries shows promise.
• Learner engagement with educational technology is crucial for academic improvement.
• Further research and optimized implementation are recommended for maximizing the benefits of ICT in education.