Page 99 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 99
educational programmes is likewise above the average (a comparison of 99
index values with the OECD average; 0.24, 0.46, 0.55 and 0.59 against 0.00). Si-
multaneously students of all educational programmes (a comparison with the
OECD average) reported being highly efficient and able to do high-level ICT
tasks, such as editing digital photographs, using spreadsheets, creating pres-
entations and creating multi-media and other types of presentations. In re-
lation to the perceived ICT-related self-efficacy, it is students of technical up-
per secondary schools (0.30) and secondary vocational education and training
(0.32) who stand out the most. The attitude towards computers adopted by
students of all educational programmes is above-average positive, in particu-
lar by students in technical upper secondary schools and students in second-
ary vocational education and training (Puklek Levpušček and Šterman Ivančič,
2013: 103).
Puklek Levpušček et al. conclude that students of the first year of all edu-
cational programmes do engage in activities related to computers and the in-
ternet to a considerable extent; they have inner motivation for doing so and
they exhibit a considerable degree of competency in working with ICT (ibid).
The presented data is encouraging, in particular in terms of motivating
boys to read digital texts, potentially improved reading outcomes in the future
and reduced differences in reading outcomes between genders, where girls
are in the lead as far printed texts are concerned.
Conclusion
Reading literacy is ever changing and evolves in parallel with changes in so-
ciety and culture. It is the foundational skill that makes it possible for one to
adapt, be active and create in different areas of life: personal, educational, pro-
fessional and wider social areas. At the beginning of the paper, the issue of
reading literacy of 15-year-old Slovenian students is presented, as indicated
by PISA 2009 results. These results suggest the basic level of reading literacy
(Level 2), which is supposed to enable individuals to be efficient in their every-
day lives and to integrate into the labour market, is in Slovenia achieved by
89% of female students and 69% of male students. On average, Levels 2 or
3 are achieved by 55% of 15-year-olds Slovenians, while the highest reading
competencies are achieved by 0.3% of Slovenian students only. All of these re-
sults are below the OECD and EU member states’ average. A similar picture is
revealed by results on reading literacy subscales, which means, on average,
15-year-old Slovenian students achieve Level 3 of reading literacy on the Access
and retrieve information scale, but merely Level 2 on the Integrate and interpret
information and Reflect and evaluate subscales. This means 15-year-old Slove-
nian students have difficulty identifying several pieces of information simulta-
reading literacy and motivation in the context of social changes
index values with the OECD average; 0.24, 0.46, 0.55 and 0.59 against 0.00). Si-
multaneously students of all educational programmes (a comparison with the
OECD average) reported being highly efficient and able to do high-level ICT
tasks, such as editing digital photographs, using spreadsheets, creating pres-
entations and creating multi-media and other types of presentations. In re-
lation to the perceived ICT-related self-efficacy, it is students of technical up-
per secondary schools (0.30) and secondary vocational education and training
(0.32) who stand out the most. The attitude towards computers adopted by
students of all educational programmes is above-average positive, in particu-
lar by students in technical upper secondary schools and students in second-
ary vocational education and training (Puklek Levpušček and Šterman Ivančič,
2013: 103).
Puklek Levpušček et al. conclude that students of the first year of all edu-
cational programmes do engage in activities related to computers and the in-
ternet to a considerable extent; they have inner motivation for doing so and
they exhibit a considerable degree of competency in working with ICT (ibid).
The presented data is encouraging, in particular in terms of motivating
boys to read digital texts, potentially improved reading outcomes in the future
and reduced differences in reading outcomes between genders, where girls
are in the lead as far printed texts are concerned.
Conclusion
Reading literacy is ever changing and evolves in parallel with changes in so-
ciety and culture. It is the foundational skill that makes it possible for one to
adapt, be active and create in different areas of life: personal, educational, pro-
fessional and wider social areas. At the beginning of the paper, the issue of
reading literacy of 15-year-old Slovenian students is presented, as indicated
by PISA 2009 results. These results suggest the basic level of reading literacy
(Level 2), which is supposed to enable individuals to be efficient in their every-
day lives and to integrate into the labour market, is in Slovenia achieved by
89% of female students and 69% of male students. On average, Levels 2 or
3 are achieved by 55% of 15-year-olds Slovenians, while the highest reading
competencies are achieved by 0.3% of Slovenian students only. All of these re-
sults are below the OECD and EU member states’ average. A similar picture is
revealed by results on reading literacy subscales, which means, on average,
15-year-old Slovenian students achieve Level 3 of reading literacy on the Access
and retrieve information scale, but merely Level 2 on the Integrate and interpret
information and Reflect and evaluate subscales. This means 15-year-old Slove-
nian students have difficulty identifying several pieces of information simulta-
reading literacy and motivation in the context of social changes
