The use of ICT and the mother tongue in the academic performance of immigrant students in secondary education within a vulnerable context

Escarbajal Frutos, Andrés; Izquierdo Rus, Tomás; Chamseddine Habib Allah, Mohamed

Publication:
The use of ICT and the mother tongue in the academic performance of immigrant students in secondary education within a vulnerable context

dc.contributor.author	Escarbajal Frutos, Andrés
dc.contributor.author	Izquierdo Rus, Tomás
dc.contributor.author	Chamseddine Habib Allah, Mohamed
dc.contributor.department	Teoría e Historia de la Educación
dc.date.accessioned	2025-02-12T08:09:05Z
dc.date.available	2025-02-12T08:09:05Z
dc.date.issued	2017-02-21
dc.description	© 2017 The Authors. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Published Manuscript version of a Published Work that appeared in final form in Procedia - Social and Behavioral Sciences. To access the final edited and published work see https://doi.org/10.1016/j.sbspro.2017.02.062
dc.description.abstract	This study analyzes the influence of ICT and the mother tongue at home in the academic performance of immigrant students in secondary education within a vulnerable context in the subjects of language and mathematics. Using an ad hoc questionnaire several indicators were collected and analyzed to meet the aims established. The statistical tests used to analyze the data of the study were Mann-Whitney U test and Wilcoxon Z test. Among the conclusions it is important to highlight that there are no significant differences regarding linguistic, mathematical and general competences, between the students that do not use Spanish as their main language at home and the students that use this language in that way, but, on the other hand, it can the deducted from the study that there are significant differences in the academic performance of the students that do use ICT at home to do their homework.	es
dc.format	application/pdf	es
dc.format.extent	7	es
dc.identifier.citation	Procedia - Social and Behavioral Sciences, 2017, Vol. 237, pp. 189-195
dc.identifier.uri	http://hdl.handle.net/10201/150257
dc.language	eng	es
dc.publisher	Elsevier
dc.relation	Sin financiación externa a la Universidad	es
dc.relation.publisherversion	https://www.sciencedirect.com/science/article/pii/S1877042817300629
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Academic performance	es
dc.subject	ICT	es
dc.subject	Mother tongue	es
dc.subject	Immigrant students	es
dc.subject	Vulnerability	es
dc.subject	Exclusion	es
dc.subject	Academic performance
dc.subject	Mother tongue
dc.subject	Immigrant students
dc.subject	Vulnerability
dc.subject	Exclusion
dc.title	The use of ICT and the mother tongue in the academic performance of immigrant students in secondary education within a vulnerable context	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es