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 5 Descriptive analysis of the indicators in their original metrics

Variable	Mean	SD	Min	Max	Skew	Kurtosis
Accuracy 1	0.61	0.49	0	1	− 0.43	− 1.82
Accuracy 2	0.13	0.46	0	2	3.41	10.34
Accuracy 3	0.5	0.74	0	2	1.08	− 0.32
Response time 1 (min)	1.22	0.75	0.04	9.06	2.54	14.68
Response time 2 (min)	1.61	1.16	0.05	11.01	1.93	7.28
Response time 3 (min)	1.71	1.1	0.03	10.54	1.47	5.31
Frequency of action 1	2.74	6.25	0	105	7.36	83.57
Frequency of action 2	4.92	12.9	0	240	6.76	88.98
Frequency of action 3	28.21	49.41	0	424	2.3	6.81
ICT availability at home	0.28	0.83	− 4.02	2.78	0.77	1.72
ICT availability at school	0.61	0.74	− 2.8	2.83	− 0.29	2.13
ICT use at home for school-related tasks	0.23	0.91	− 2.44	3.73	0.13	3.64
Use of ICT in mathematics lessons	0.43	1.11	− 0.77	2.8	0.53	− 0.61
Use of ICT at school	0.67	0.73	− 1.61	4.11	− 0.05	3.1
Experience with applied mathematics tasks at school	0.32	0.96	− 2.99	3.2	0.46	2.29
Experience with pure mathematics tasks at school	− 0.14	0.99	− 2.73	0.8	− 0.81	− 0.08
Economic, social, and cultural status	0.31	0.85	− 2.71	2.28	− 0.54	0.17