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 IEA-ETS Research Institute Journal

Table 6 Processing profiles, computer and information literacy (CIL) and HISEI

Country	Profile	N	Percentage	SE	M	SE
Less than 40 points
Czech Republic	Fast	644	68.08%	1.68	540	3.55
Czech Republic	Slow	282	31.92%	1.68	519	5.00
Denmark^a	Fast	380	86.76%	2.08	524	5.00
Denmark^a	Slow	58	13.24%	2.08	518	10.11
Germany^b	Fast	544	79.54%	1.53	506	4.39
Germany^b	Slow	137	20.46%	1.53	483	7.15
40 to 59 points
Czech Republic	Fast	1047	72.43%	1.44	564	2.33
Czech Republic	Slow	382	27.57%	1.44	550	4.07
Denmark^a	Fast	575	88.62%	1.42	548	3.15
Denmark^a	Slow	76	11.38%	1.42	538	6.90
Germany^b	Fast	733	85.64%	1.31	538	3.45
Germany^b	Slow	132	14.36%	1.31	530	10.09
60 points or more
Czech Republic	Fast	482	73.54%	2.01	584	3.10
Czech Republic	Slow	158	26.46%	2.01	574	4.91
Denmark^a	Fast	532	88.91%	1.49	562	3.87
Denmark^a	Slow	70	11.09%	1.49	565	9.15
Germany^b	Fast	393	81.25%	1.87	555	3.61
Germany^b	Slow	96	18.75%	1.87	545	8.96

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