Abstract
The utilization of ICT as a teaching–learning tool continues to be very popular in Thai primary schools. However, technology impact assessments are not always properly carried out, and the benefits of using ICT in primary education are not always clear. The aim of this paper is to assess whether the use of ICT has an impact on student performance compared to when such technology is not used. In the results from the two experimental units, the researchers find no significant effects of ICT usage on student performance either in classroom behaviors or in improvement scores. On further inspection of influential factors for ICT adoption, the results show that only subjective norm has a significant effect on the students' classroom behaviors. In contrast to the previous literature and conventional beliefs, the researchers found that ICT is not always an effective teaching–learning tool regardless of the educational level of students.
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