Page 97 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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mation is also available for other OECD countries, not only for the countries 97
participating in computer-based assessment. In all countries participating in
PISA 2009 it was established the most common activity in which 15-year-old
students engaged was participating in online chats (75%), which took place
several times weekly. This top activity was followed by reading their e-mail
(64%) and searching for information online (51%). Results also indicate that
there are no gender differences in relation to using the internet for enjoyment
of reading (ibid).
There are, however, gender differences in online reading practices. At the
average level of OECD countries, boys use the internet to search for informa-
tion to a larger extent than girls (index value 0.03 against –0.03), whereas girls
are on average more frequently involved in online social activities (index value
0.04 against –0.04). And in what way is this related to digital reading proficien-
cy? In each of the 19 countries that took part in the PISA 2009 computer-based
assessment, it was established that 15-year-old students who frequently use
the internet to search for information on average perform better in digital
reading tests. On average, the percentage of explained variation in the digi-
tal reading score is 7.5%. Students from the participating countries, who are in
the top quarter in terms of this index, on average achieve 60 score points more
in digital literacy tests than students in the bottom quarter (463 score points
against 523 score points). In 14 out of 19 participating countries, there are no
significant gender differences with regard to the association between using
the internet to search for information and digital reading performance. In New
Zealand, Australia, Belgium, Japan and Poland, it was established the correla-
tion was stronger for boys than for girls (ibid).
Students from 19 countries that participated in the computer-based as-
sessment (excluding Slovenia for the time being) who, on average, prefer read-
ing printed texts and frequently read diverse reading material, also perform
better in digital reading literacy tests and no gender differences are noticea-
ble here. Higher scores in digital reading tests are also attributed to the enjoy-
ment of reading online and a number or reading activities. On average, there
are no differences between boys and girls in terms of online reading for en-
joyment, unlike the outcome of the case for print reading. They also use the
internet more frequently to search for information, which has proved to be
one of significant indicators of better performance in the digital reading lit-
eracy test. What supports the assumption about boys’ greater motivation for
reading digital texts is that in all of the 19 participating countries the differ-
ence in boys’ and girls’ performance has been reduced. The mean difference
between boys’ and girls’ scores for OECD countries participating in the digital
test is 24 score points, girls still ahead of boys, while the mean difference in the
paper-and-pencil test scores between genders is 38 score points. In digital lit-
reading literacy and motivation in the context of social changes
participating in computer-based assessment. In all countries participating in
PISA 2009 it was established the most common activity in which 15-year-old
students engaged was participating in online chats (75%), which took place
several times weekly. This top activity was followed by reading their e-mail
(64%) and searching for information online (51%). Results also indicate that
there are no gender differences in relation to using the internet for enjoyment
of reading (ibid).
There are, however, gender differences in online reading practices. At the
average level of OECD countries, boys use the internet to search for informa-
tion to a larger extent than girls (index value 0.03 against –0.03), whereas girls
are on average more frequently involved in online social activities (index value
0.04 against –0.04). And in what way is this related to digital reading proficien-
cy? In each of the 19 countries that took part in the PISA 2009 computer-based
assessment, it was established that 15-year-old students who frequently use
the internet to search for information on average perform better in digital
reading tests. On average, the percentage of explained variation in the digi-
tal reading score is 7.5%. Students from the participating countries, who are in
the top quarter in terms of this index, on average achieve 60 score points more
in digital literacy tests than students in the bottom quarter (463 score points
against 523 score points). In 14 out of 19 participating countries, there are no
significant gender differences with regard to the association between using
the internet to search for information and digital reading performance. In New
Zealand, Australia, Belgium, Japan and Poland, it was established the correla-
tion was stronger for boys than for girls (ibid).
Students from 19 countries that participated in the computer-based as-
sessment (excluding Slovenia for the time being) who, on average, prefer read-
ing printed texts and frequently read diverse reading material, also perform
better in digital reading literacy tests and no gender differences are noticea-
ble here. Higher scores in digital reading tests are also attributed to the enjoy-
ment of reading online and a number or reading activities. On average, there
are no differences between boys and girls in terms of online reading for en-
joyment, unlike the outcome of the case for print reading. They also use the
internet more frequently to search for information, which has proved to be
one of significant indicators of better performance in the digital reading lit-
eracy test. What supports the assumption about boys’ greater motivation for
reading digital texts is that in all of the 19 participating countries the differ-
ence in boys’ and girls’ performance has been reduced. The mean difference
between boys’ and girls’ scores for OECD countries participating in the digital
test is 24 score points, girls still ahead of boys, while the mean difference in the
paper-and-pencil test scores between genders is 38 score points. In digital lit-
reading literacy and motivation in the context of social changes
