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Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 3 Summary of Independent Sample t-Tests for Age and Occupational Status and Chi-square Tests for Gender, Native Language, Educational Attainment, and Employment Status for LEO vs. PIAAC, LEO vs. NEPS, and PIAAC vs. NEPS among Low-Literate Adults

From: On the comparability of adults with low literacy across LEO, PIAAC, and NEPS. Methodological considerations and empirical evidence

 

LEO vs. PIAAC

LEO vs. NEPS

PIAAC vs. NEPS

t/X2

df

p

ES

t/X2

df

p

ES

t/X2

df

p

ES

Gender

26.83

1

 < 0.001

0.12

0.17

1

0.682

0.01

22.26

1

 < 0.001

0.11

Age

4.12

1856

 < 0.001

0.19

9.34

2137

 < 0.001

0.47

4.30

1809

 < 0.001

0.21

Native language

44.22

1

 < 0.001

0.18

66.53

1

 < 0.001

0.18

0.55

1

0.459

0.02

Educational attainment

7.70

3

0.053

0.06

55.41

3

 < 0.001

0.16

41.35

3

 < 0.001

0.15

 No vs. low

0.06

1

0.809

0.01

37.32

1

 < 0.001

0.24

33.65

1

 < 0.001

0.26

 No vs. medium

2.82

1

0.093

0.05

47.50

1

 < 0.001

0.19

23.92

1

 < 0.001

0.14

 No vs. high

0.16

1

0.686

0.02

44.21

1

 < 0.001

0.31a

31.02

1

 < 0.001

0.29

 Low vs. medium

5.76

1

0.016

0.07

0.04

1

0.848

0.01

4.81

1

.028

0.06

 Low vs. high

0.57

1

0.449

0.04

1.64

1

.201

0.05

0.05

1

.820

0.01

 Medium vs. high

0.85

1

0.358

0.03

1.60

1

.206

0.03

4.65

1

.031

0.06

Employment status

21.25

2

 < 0.001

0.11

14.72

2

 < 0.001

0.08

56.32

2

 < 0.001

0.18

 Employed vs. unemployed

12.43

1

 < 0.001

0.10

0.13

1

0.716

0.01

15.24

1

 < 0.001

0.11

 Employed vs. other

3.64

1

0.056

0.05

12.61

1

 < 0.001

0.09

27.59

1

 < 0.001

0.14

 Unemployed vs. other

20.49

1

 < 0.001

0.17

9.93

1

0.002

0.11

52.14

1

 < 0.001

0.28

Occupational status

2.37

1856

0.018

− 0.11

2.27

2137

0.023

− 0.10

0.34

1809

.735

0.02

  1. t-value for age and occupational status, X2 for gender, native language, educational attainment, and employment status; ES Effect size (Cramer’s V for educational attainment and employment status; ϕ for gender, native language, educational attainment, and employment status; Cohen’s d for age and occupational status); Variables highlighted in italic are significant in terms of small effect sizes, variables highlighted in italic with a are significant in terms of medium effect sizes
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