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

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

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

Student background characteristics	Czech Republic			Denmark^a			Germany^b
Student background characteristics	%	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

^a Did not meet sample requirements
^b “Met guidelines for sampling participation rates only after replacement schools were included” (Fraillon et al. 2014, S. 112)