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 13 Descriptive analysis of the indicators in their original metrics for Norway

Variable	Mean	SD	Min	Max	Skew	Kurtosis
Accuracy 1	0.61	0.49	0	1	− 0.44	− 1.81
Accuracy 2	0.16	0.51	0	2	3.01	7.59
Accuracy 3	0.54	0.74	0	2	0.97	− 0.53
Response time 1 (min)	1.31	0.88	0.09	9.06	3.44	21.98
Response time 2 (min)	1.56	1.12	0.07	6.77	1.34	2.59
Response time 3 (min)	1.73	1.24	0.03	10.54	2.03	8.96
Frequency of action 1	3.51	6.16	0	53	4.42	24.72
Frequency of action 2	4.5	10.39	0	101	4.34	25.89
Frequency of action 3	30.31	51.81	0	424	2.7	11.12
ICT availability at home	0.28	0.83	− 4.02	2.78	0.46	2.75
ICT availability at school	0.6	0.62	− 2.8	2.83	− 1.15	4.38
ICT use at home for school-related tasks	0.1	0.86	− 2.44	3.73	− 0.42	3.36
Use of ICT in mathematics lessons	0.72	0.97	− 0.77	2.8	0.39	0.04
Use of ICT at school	0.67	0.66	− 1.61	4.11	− 0.56	3.97
Experience with applied mathematics tasks at school	0.18	0.84	− 2.99	3.2	0.56	3.67
Experience with pure mathematics tasks at school	0.08	0.84	− 2.73	0.8	− 0.95	0.47
Economic, social, and cultural status	0.44	0.71	− 2.02	2.27	− 0.42	− 0.21