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 7 Processing profiles, computer and information literacy (CIL) and language spoken in the home environment

Country	Profile	N	Percentage	SE	M	SE
Test language
Czech Republic	Fast	2168	71.51	1.17	559	2.26
Czech Republic	Slow	805	28.49	1.17	542	3.21
Denmark^a	Fast	1453	88.67	1.06	546	3.12
Denmark^a	Slow	192	11.33	1.06	544	5.60
Germany^b	Fast	1504	83.16	0.96	534	3.41
Germany^b	Slow	317	16.84	0.96	520	4.20
Other language
Czech Republic	Fast	60	64.19	4.89	548	8.83
Czech Republic	Slow	28	35.81	4.89	529	13.84
Denmark^a	Fast	85	84.49	5.13	502	9.40
Denmark^a	Slow	15	15.51	5.13	495	15.14
Germany^b	Fast	232	80.01	2.62	491	7.11
Germany^b	Slow	59	19.99	2.62	473	16.15

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