ICT Use at home for school-related tasks: what is the effect on a student’s achievement? Empirical evidence from OECD PISA data

Tommaso Agasisti (), María Gil-Izquierdo and Seong Won Han

Education Economics, 2020, vol. 28, issue 6, 601-620

Abstract: In this paper, we have employed data from the OECD’s Programme for International Student Assessment (PISA, 2012 edition) on the EU-15 countries in order to investigate the effect of using ICT at home on achievement. By employing Propensity Score Matching, we provide robust evidence that in most countries there is a negative association between using computers intensely for homework and achieving lower test scores across all subjects. Such negative effect affects the achievement of both low- and high-performing students and is robust to a specification that consider unobservable self-sorting of students across schools. Our findings suggest that a more cautious approach should be taken with regards to the wide-spread use of digital innovation as a means to support students’ out-of-school work.

Date: 2020
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Working Paper: ICT use at home for school-related tasks: what is the effect on a student’s achievement? Empirical evidence from OECD PISA data (2017)
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DOI: 10.1080/09645292.2020.1822787

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