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 8 Processing profiles, computer and information literacy (CIL) and parents’ country of birth

Country	Profile	N	Percentage	SE	M	SE
No parent born abroad
Czech Republic	Fast	1992	71.57	1.2	559	2.28
Czech Republic	Slow	745	28.43	1.2	542	3.03
Denmark^a	Fast	1244	88.52	1.2	550	2.86
Denmark^a	Slow	170	11.48	1.2	544	5.58
Germany^b	Fast	1200	83.17	1.1	539	3.83
Germany^b	Slow	255	16.83	1.1	530	6.14
One parent born abroad
Czech Republic	Fast	163	70	3.09	554	6.84
Czech Republic	Slow	58	30	3.09	534	11.82
Denmark^a	Fast	148	88.8	2.97	545	6.74
Denmark^a	Slow	17	11.2	2.97	539	17.57
Germany^b	Fast	199	85.02	2.25	518	6.6
Germany^b	Slow	39	14.98	2.25	498	15.17
Both parents born abroad
Czech Republic	Fast	60	63.41	5.36	563	8.72
Czech Republic	Slow	29	36.59	5.36	531	16.93
Denmark^a	Fast	132	86.68	3.13	500	7.78
Denmark^a	Slow	19	13.32	3.13	507	16.39
Germany^b	Fast	325	80.45	1.96	504	4.76
Germany^b	Slow	77	19.55	1.96	478	10.77

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