The Effect of Digital Learning Tools on Secondary Students’ Achievement in Mathematics: A Systematic Literature Review

Abstract

The world education systems are compulsory and Mathematics can be significant in enabling the students to gain analytical and critical thinking profiles. However, there are many concerns regarding the performance of learners in Mathematics in the secondary schools in most countries and even in the global performance tests such as PISA and TIMSS, the gaps have been maintained. Increased rate of information and communication technology (ICT) development has resulted in integration of various digital learning tools to teaching and learning activities in Mathematics. Relying solely on conventional teaching methods is increasingly not considered a sufficient means of meeting the multiple and active learning requirements of 21st century learners. Thus, it is a Systematic Literature Review (SLR) research paper that explores deeper the effects of the use of digital learning tools on the achievement of Mathematics among the secondary students. The major aims of this paper are to identify the most common form(s) of digital learning tool(s) discussed in the literature, analyse the impact of digital learning tool(s) on student achievement and make recommendations and interventions to improve student achievement in Mathematics from low to high levels in secondary schools. This was done using PRISMA (Preferred Reporting Items of systematic Reviews and meta-Analyses) flow diagram methodology and carried out in Google Scholar, ERIC and Web of Science. One hundred and sixteen articles were analysed and 10 articles were selected by the selection criteria. The results of the study indicate that the digital learning tools have a generally positive impact on students' performance, especially when used in an active manner, with a good feedback system and with the support of the teacher. The critical moderating variables consist of the quality of technology access, digital competency of teachers, student motivation and the quality of instruction design. The proposed solutions to the holistic approach to the realization of Mathematics among high school students are numerous online teaching techniques and the participation of technology-savvy teachers and equal availability of technology as the key recommendations. One would hope that the findings of this study will contribute greatly towards the national education agenda of narrowing achievement gaps and enhancing quality of Mathematics teaching and learning in the secondary schools.