Abstract
In the context of the United Nations’ Sustainable Development Goal for education, this study examines the potential of information, communication, and technology (ICT) as a way to provide quality education for all, with a focus on immigrant youth in the United States. The study uses structural equation models (SEM) to analyze data from a nationally representative data set, Trends in International Mathematics and Science Study (TIMSS)-USA. Focusing on mathematics achievement among immigrant youth (with non-immigrant youth as a reference group), this study explores the effects of ICT access and two types of ICT use for educational purposes: generic and specific. The results indicate that ICT access and specific ICT use both have positive direct, indirect, and total effects on math performance for immigrant youths, while generic ICT use has only a nonsignificant negative effect. In nonimmigrant youths, these ICT variables showed a different pattern, with the effects of ICT access and specific ICT use being less pronounced, but generic ICT use exhibiting a significant negative effect. These findings show the potential role of ICT-mediated education in narrowing the achievement gap between immigrant and nonimmigrant students, thereby helping immigrants better integrate into their destination countries.
Highlights
The number of international migrants has increased dramatically in recent years, rising from 173 million in 2000 to 258 million in 2017; this increase in international migration has accounted for approximately 40 percent of the population increase in North America over the past 10 years [1]
As part of our search for a type of ICT use that will promote academic achievement among immigrant students, in this study we moved beyond these prior studies’ exploration of how settings influence the impact of ICT use by differentiating between ICT use for general schoolwork and ICT use for specific educational purposes
The short-term goal of the research is to promote mathematics performance among immigrant students via ICT access and use, and the long-term goal of the research is to facilitate the integration of these immigrant students into their destination country by providing quality education in a way that will make international immigration beneficial for both immigrants and the native population in destination countries
Summary
The number of international migrants has increased dramatically in recent years, rising from 173 million in 2000 to 258 million in 2017; this increase in international migration has accounted for approximately 40 percent of the population increase in North America over the past 10 years [1]. In pursuit of the UN’s Sustainable Development Goal for education, this study examined the impact of providing quality education via information, communication, and technology (ICT) for recent immigrants who have settled in the United States), which is home to more international migrants than any other country (50 million) [1]. Investigate whether/how ICT access promotes mathematics performance for immigrant students; Examine whether/how different types of ICT use enhance/constrain learning for immigrant students; Identify whether the association between ICT access/use and mathematic performance differs across immigrant status, exploring ICT as a potential way to narrow the achievement gap between immigrant and nonimmigrant students. The study adopts a comprehensive approach by exploring the effects of ICT on mathematical performance and self-efficacy, which plays a critical role in mathematics achievement [13] but is lower among immigrant students than their non-immigrant peers [14]. Using nationally representative data from the Trends in International Mathematics and Science Study (TIMSS)-USA, a series of full structural equation models (Full SEM) that include math self-efficacy as a mediator are conducted, controlling for student gender, parents’ educational level, and home resources [15,16]
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