Use of statistical methods for the analysis of educational data: the role of icts in the educational context

• Autores: Nerea Gómez Fernández
• Directores de la Tesis: Mauro Mediavilla Bordalejo (dir. tes.), José Miguel Carot Sierra (dir. tes.)
• Lectura: En la Universitat Politècnica de València ( España ) en 2022
• Idioma: español
• Tribunal Calificador de la Tesis: David Valentín Conesa Guillén (presid.), Tomasso Agasisti (secret.), Carmen Pérez Esparrells (voc.)
• Programa de doctorado: Programa de Doctorado en Estadística y Optimización por la Universitat de València (Estudi General) y la Universitat Politècnica de València
• Materias:
  • Matemáticas
    • Estadística
  • Ciencias económicas
    • Econometría
    • Economía sectorial
      • Educación
• Enlaces
  • Tesis en acceso abierto en: RiuNet
• Resumen

  • In recent decades, the intensification of the use of information and communication technologies (ICT) has brought about major changes in our way of life. In this context of intense and increasing digitalization, this doctoral thesis studies the role of ICT as a determinant of the academic performance of secondary school students, as well as the factors that favour the use of ICT in the classroom by teachers. The thesis consists of three chapters: (1) in the first one, the relationship between different types of ICT use in the social and educational context and academic performance is analysed; (2) in chapter two, attention is focused on the impact on academic performance of the use of ICT in the classroom to carry out tasks and exercises; (3) and in chapter three, the factors that determine the frequency of ICT use in the classroom by teachers are analysed. In order to carry out these analyses, data from international and national educational assessments are studied by applying different statistical methods: multilevel models, instrumental variables method, propensity score matching method, quantile regressions and multivariate imputation technique by chained equations. The results achieved in the different investigations provide novel empirical evidence that allows us to elaborate recommendations for educational policy, as well as to open future lines of research that will allow us to complement the results of this doctoral thesis.