Page 98 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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eracy tests, girls from participating countries on average achieved 7 points less
than in paper-based tests, whereas boys scored 7 points more.
Data about the use of ICT and the internet for the purposes of reading col-
lected as part of PISA 2009 in Slovenia, correspond to the presented results of
countries participating in the computer-based assessment. As mentioned at
the beginning of this chapter, certain data concerning the access to, and use
of, ICT by 15-year-old Slovenian students have been collected as part of PISA
since 2006. In PISA this has, amongst other things, been described by means
of the index of online reading activities. This was also discussed as part of PISA
2009 secondary analyses (Puklek Levpušček et al., 2012b), while data on the
accessibility and use of ICT was in more detail analysed as part of the evalua-
tion study entitled Motivational Factors in Education of Young People and Adults
(Motivacija v izobraževanju mladine in odraslih) (Puklek Levpušček et al., 2012a).
Results of secondary analyses and evaluation studies indicate another
thing that generally goes hand in hand with increased frequency of engag-
ing in various online reading activities in Slovenia (i.e. using e-mail, participat-
ing in online chat rooms, reading online news, using online dictionaries and
98 encyclopaedias, participating in online forums, searching for information): im-
proved scores in print reading tests. This result is in contrast to the widespread
belief that excessive reading on the internet is related to lower competency
in reading printed material. On average, 15-year-old Slovenian students use a
computer at home for school assignments and online reading more frequent-
ly than their peers in OECD countries (Puklek Levpušček et al., 2012a, 2012b).
It is also noticeable that there are no essential differences in the frequency
of online reading between boys and girls in Slovenia, there are, however, dif-
ferences in the purpose of online reading. Girls use the internet to a greater ex-
tent as a means of communication (reading e-mail, participating in online chat
rooms), while boys use it to search for information and read the news, which
is in a way an encouraging piece of news in terms of improving boys’ motiva-
tion for reading.
Likewise the results of ICT use for the purposes of online reading in Slove-
nian 15-year-olds are encouraging, although there are certain differences be-
tween different educational programmes.
The frequency of online reading in three educational programmes (gen-
eral upper secondary schools (splošna gimnazija), technical upper secondary
schools (strokovna gimnazija) and secondary vocational education and train-
ing) is above the OECD average. This relates to reading e-mails, using online
chat rooms, reading online news, using dictionaries, searching for online infor-
mation, participating in online forums. Most frequent online readers are stu-
dents of both types of upper secondary schools, while students of vocational
schools are least frequent online readers (although still within the OECD aver-
age range). The use of ICT and the internet for enjoyment by students of vari-
student (under)achievement: perspectives, approaches, challenges
than in paper-based tests, whereas boys scored 7 points more.
Data about the use of ICT and the internet for the purposes of reading col-
lected as part of PISA 2009 in Slovenia, correspond to the presented results of
countries participating in the computer-based assessment. As mentioned at
the beginning of this chapter, certain data concerning the access to, and use
of, ICT by 15-year-old Slovenian students have been collected as part of PISA
since 2006. In PISA this has, amongst other things, been described by means
of the index of online reading activities. This was also discussed as part of PISA
2009 secondary analyses (Puklek Levpušček et al., 2012b), while data on the
accessibility and use of ICT was in more detail analysed as part of the evalua-
tion study entitled Motivational Factors in Education of Young People and Adults
(Motivacija v izobraževanju mladine in odraslih) (Puklek Levpušček et al., 2012a).
Results of secondary analyses and evaluation studies indicate another
thing that generally goes hand in hand with increased frequency of engag-
ing in various online reading activities in Slovenia (i.e. using e-mail, participat-
ing in online chat rooms, reading online news, using online dictionaries and
98 encyclopaedias, participating in online forums, searching for information): im-
proved scores in print reading tests. This result is in contrast to the widespread
belief that excessive reading on the internet is related to lower competency
in reading printed material. On average, 15-year-old Slovenian students use a
computer at home for school assignments and online reading more frequent-
ly than their peers in OECD countries (Puklek Levpušček et al., 2012a, 2012b).
It is also noticeable that there are no essential differences in the frequency
of online reading between boys and girls in Slovenia, there are, however, dif-
ferences in the purpose of online reading. Girls use the internet to a greater ex-
tent as a means of communication (reading e-mail, participating in online chat
rooms), while boys use it to search for information and read the news, which
is in a way an encouraging piece of news in terms of improving boys’ motiva-
tion for reading.
Likewise the results of ICT use for the purposes of online reading in Slove-
nian 15-year-olds are encouraging, although there are certain differences be-
tween different educational programmes.
The frequency of online reading in three educational programmes (gen-
eral upper secondary schools (splošna gimnazija), technical upper secondary
schools (strokovna gimnazija) and secondary vocational education and train-
ing) is above the OECD average. This relates to reading e-mails, using online
chat rooms, reading online news, using dictionaries, searching for online infor-
mation, participating in online forums. Most frequent online readers are stu-
dents of both types of upper secondary schools, while students of vocational
schools are least frequent online readers (although still within the OECD aver-
age range). The use of ICT and the internet for enjoyment by students of vari-
student (under)achievement: perspectives, approaches, challenges
