THE IMPACT OF TECHNOLOGY USE ON HISPANIC STUDENTS' MATHEMATICS ACHIEVEMENT WITHIN FAMILY AND SCHOOL CONTEXTS: SUBGROUP ANALYSIS BETWEEN ENGLISH- AND NON-ENGLISH-SPEAKING STUDENTS

This study tested a theoretical model explaining the relationship between technology, family context, and school context variables as predictors of mathematics achievement across two language groups: English-speaking and non-English-speaking Hispanic students. It used data from the base year and first follow-up of the Education Longitudinal Study (ELS: 2002/2004). The multigroup analysis of the path model was used to analyze the data. The findings continue to indicate the importance of individual technology usage as a predictor of mathematics performance among non-English-speaking Hispanic students. The study also found that Hispanic parents' direct involvement in their children's schooling has a significant negative effect on their academic achievement.