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 5 Processing profiles, computer and information literacy (CIL) and cultural capital

Country	Profile	N	Percentage	SE	M	SE
More than 100 books
Czech Republic	Fast	973	73.27	1.55	576	2.66
Czech Republic	Slow	323	26.73	1.55	560	3.96
Denmark^a	Fast	617	88.71	1.50	564	3.66
Denmark^a	Slow	77	11.29	1.50	561	8.36
Germany^b	Fast	857	82.43	1.21	552	3.00
Germany^b	Slow	187	17.57	1.21	538	5.36
100 books or less
Czech Republic	Fast	1251	70.04	1.24	548	2.64
Czech Republic	Slow	509	29.96	1.24	530	4.14
Denmark^a	Fast	916	88.16	1.31	531	3.31
Denmark^a	Slow	130	11.84	1.31	526	6.37
Germany^b	Fast	874	83.13	1.42	507	3.04
Germany^b	Slow	187	16.87	1.42	491	8.63

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