Authors- Enti Louis Mensah, Richmond Antwi, Emmanuel
Abstract- The rapid integration of computers and digital tools in education has raised questions about the relationship between students’ computer proficiency and their academic performance, particularly in the domain of mathematics (Tamin et al., 2011; Papastergiou, 2009). Mathematics is a critical subject that underpins many areas of study and is essential for success in various fields (Mullis et al., 2016). Understanding the interplay between computer proficiency and mathematics performance is crucial for developing effective educational strategies and policies. This study aims to investigate the relationship between computer proficiency and mathematics performance, while examining the moderating effects of student type and location. The study will explore whether the strength and nature of the relationship differ based on factors such as student age, grade level, academic background, and geographical setting (e.g., urban vs. rural). By considering the moderating influences of student type and location, the research seeks to provide a comprehensive understanding of the complex relationship between computer proficiency and mathematics performance. The findings can inform the design and implementation of technology-enhanced learning environments, teacher training programs, and targeted interventions to support students’ academic success, particularly in the domain of mathematics. The results of this study have the potential to contribute to the development of evidence-based educational practices and policies that effectively leverage technology to enhance student learning and achievement in mathematics.
