Does ICT matter for effectiveness and efficiency in mathematics education?

In the past decade, investing in educational institutions with ICT infrastructure was one of the priorities of education policy. Despite attention, research on the effectiveness and efficiency of ICT is not definitive. This is mainly due to the lack of small-scale research on weak identification strategies for the appropriate control group. Using the 2011 International Mathematics and Scientific Research Trends (TIMSS) data, we defined Mahalanobis by matching the control group with similar student, teacher, school, and regional characteristics. The results suggest that calculating or not calculating these characteristics may significantly change the estimated impact of ICT. This suggests that when evaluating the impact of ICT it is necessary to modify the characteristics related to student groups, faculty, administrators, and school management.

However, in developing countries such as India, information and communication technology is mainly used for improving access and improving the relevance and quality of education, sustainable integration and effective use of ICT in schools Has not been achieved yet. This may be due to the spread of the effects of lack of resources in inequality, poverty, unemployment, and educational institutions in the second shortest cities and tribal areas. This raises discussions about the effectiveness and efficiency of information and communication technology in education and learning, and that is not definitive yet. As a large amount of public funds are invested in educational technology, stakeholders involved in the process are increasingly being evaluated to see whether investment in educational technology is rewarded for improved educational efficiency or efficiency I am interested.

In the past decade, investing in educational institutions with ICT infrastructure was one of the priorities of education policy. Despite attention, research on the effectiveness and efficiency of ICT is not definitive. This is mainly due to the lack of small-scale research on weak identification strategies for the appropriate control group. Using the 2011 International Mathematics and Scientific Research Trends (TIMSS) data, we defined Mahalanobis by matching the control group with similar student, teacher, school, and regional characteristics. The results suggest that calculating or not calculating these characteristics may significantly change the estimated impact of ICT. This suggests that when evaluating the impact of ICT it is necessary to modify the characteristics related to student groups, faculty, administrators, and school management.