Digital resource engagement, health challenges, and mathematical achievement in school children: An in-depth analysis of PISA data 2022

Abstract

The integration of digital resources in teaching and learning has garnered significant attention among scholars and policymakers worldwide. This study aims to explore the global trends in digital resource utilization within mathematics education and investigate the relationship between their use, reported health issues, confidence in mathematics, and overall mathematics achievement. Drawing upon data from the Programme for International Student Assessment (PISA) 2022, which involved 613,744 participants across 81 countries (including 37 OECD countries), we employ frequency, percentage analysis, and structural equation modeling (SEM) for data analysis. From an Activity Theory perspective, our findings reveal notable disparities in the utilization of digital tools in schools. While simple calculations and equation solving are prevalent, more complex activities like simulations and coding remain underutilized. This highlights a gap in integrating digital resources for advanced mathematical problem-solving. Furthermore, our study underscores the adverse effects of health challenges, such as anxiety and sleep difficulties, on school students' engagement and performance in mathematics. Structural equation modeling demonstrates that health problems and direct use of digital resources have a negative impact on achievement. However, confidence in mathematics learning positively influences overall performance. These insights have implications for educational policies and practices aimed at enhancing effective digital resource integration and supporting students’ holistic well-being.