Exploring the relationship between process data and contextual variables among Scandinavian students on PISA 2012 mathematics tasks

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 11 Descriptive analysis of the indicators in their original metrics for Denmark

Variable	Mean	SD	Min	Max	Skew	Kurtosis
Accuracy 1	0.61	0.49	0	1	− 0.45	− 1.8
Accuracy 2	0.13	0.45	0	2	3.57	11.44
Accuracy 3	0.48	0.74	0	2	1.17	− 0.2
Response time 1 (min)	1.11	0.62	0.04	5.15	1.77	6.48
Response time 2 (min)	1.6	1.17	0.07	11.01	2.32	10.82
Response time 3 (min)	1.72	1.02	0.05	6.86	1.06	2.21
Frequency of action 1	3.01	6.43	0	105	9.01	117.96
Frequency of action 2	5.67	14.67	0	240	8.18	109.83
Frequency of action 3	29.7	49.58	0	308	2.04	4.2
ICT availability at home	0.35	0.82	− 1.4	2.78	1.04	1.27
ICT availability at school	0.81	0.74	− 2.8	2.83	− 0.02	1.69
ICT use at home for school-related tasks	0.45	0.83	− 2.44	3.73	0.12	5.24
Use of ICT in mathematics lessons	0.69	1.15	− 0.77	2.8	0.25	− 0.87
Use of ICT at school	0.83	0.71	− 1.61	4.11	− 0.04	4.15
Experience with applied mathematics tasks at school	0.31	1.02	− 2.99	3.2	− 0.02	1.69
Experience with pure mathematics tasks at school	− 0.32	1.07	− 2.73	0.8	− 0.61	− 0.59
Economic, social, and cultural status	0.28	0.92	− 2.71	2.28	− 0.49	− 0.05