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Table 1 Overview of descriptives of background characteristics related to computer and information literacy (CIL) of different groups of 8th grade students in Czech Republic, Denmark and Germany (see also Fraillon et al., 2014)

From: The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data

Student background characteristics Czech Republic Denmarka Germanyb
% M SE % M SE % M SE
Gender
 Boys 49.61 548 2.82 51.11 534 4.12 51.86 516 3.20
 Girls 50.39 559 2.00 48.89 549 4.75 48.14 532 2.88
Socioeconomic background
 100 books or less 61.10 542 2.52 59.88 531 3.03 51.59 505 2.66
 More than 100 books 38.90 572 2.19 40.12 563 3.57 48.41 550 2.65
Parental occupation (HISEI)
 Less than 40 points 34.76 533 3.29 25.62 523 4.51 34.76 501 4.04
 40 to 59 points 47.31 560 2.01 37.79 547 3.00 42.68 537 3.02
 60 points or more 17.93 582 2.56 36.59 563 3.77 22.56 553 3.50
Language spoken at home
 Test language 97.21 554 2.07 94.03 546 2.99 85.98 532 3.00
 Other language 2.79 541 8.38 5.97 500 8.16 14.02 488 7.71
Immigrant background
 No parent born abroad 89.45 554 1.96 81.24 549 2.71 69.01 538 3.21
 One parent born abroad 7.84 548 6.58 9.53 544 6.71 11.40 515 6.21
 Both parents born abroad 2.71 551 9.74 9.23 501 7.16 19.59 499 4.64
  1. a Did not meet sample requirements
  2. b “Met guidelines for sampling participation rates only after replacement schools were included” (Fraillon et al. 2014, S. 112)