Diminishing marginal utility of technological devices toward academic performance in mathematics, reading, and science

College

Ramon V. Del Rosario College of Business

Department/Unit

Decision Sciences and Innovation Dept

Document Type

Article

Source Title

International Journal of Multidisciplinary: Applied Business and Education Research

Volume

6

Issue

2

First Page

971

Last Page

992

Publication Date

2025

Abstract

The Philippines, in its pursuit of aligning its education system with global standards, has participated in the Program for International Stu- dent Assessment (PISA) which evaluates 15-year-olds' reading, scien- tific, and mathematical proficiency. However, the 2022 PISA report ranked Filipino learners among the lowest five in reading, science, and mathematics. This study explores how ownership of technological de- vices influences student performance in these domains. Using Ordinal Logistic Regression, we analyze the 2022 PISA ordinal data for 7608 Filipino students. Results show a diminishing marginal return on aca- demic achievement as device ownership increases. While initial access to technology boosts performance, the effect weakens as students own more devices. This trend is stronger among learners without siblings and persists regardless of internal or external digital distractions. Find- ings emphasize the need for balanced digital engagement. Rather than restricting access or full enablement, families and policymakers should focus on strategic technology use to enhance education, aligning with Sustainable Development Goals for quality learning.

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Digitial Object Identifier (DOI)

10.11594/ijmaber.06.02.38

Disciplines

Physical Sciences and Mathematics

Keywords

Educational technology—Evaluation; Mathematics—Study and teaching; Reading; Science—Study and teaching; Academic achievement

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