The Impact of Computer Use on Reading Achievement of 15yearolds

1
The Impact of Computer Use on Reading Achievement
of 15-year-olds

• Patrick Bussière
• and
• Tomasz Gluszynski
• Child, Youth and Social Development Studies
• Applied Research Branch, HRDC
• The 2002 PCERA Symposium
• Montréal, April 30 - May 2, 2002

2
To analyse, compare, contrast, and evaluate
To think imaginatively
PISA Reading AchievementAbout the capacity
of young adults to use written information
effectively
To apply knowledge in real-life situations
To communicate thoughts and ideas effectively
3
Items added to school questionnaire
Reading, Mathematics, and Science
32 countries...
...10 provinces
Youth aged 15
School questionnaire
30-minute interview with parents
English and French
Over 250,000 students...
17 languages
...30,000 students from more than 1,000 schools
2-hour direct skills assessment
20-minute contextual questionnaire to youth
30-minute YITS questionnaire to youth
3-minute IT questionnaire
4
Mathematical literacy Recognising, formulating
and solving mathematical problems in everyday
life. Analysing, reasoning and communicating in
mathematical terms
Reading Literacy Using, interpreting and
reflecting on written material
Scientific Literacy Using scientific knowledge,
identifying scientific questions, and drawing
evidence-based conclusions to understand and make
decisions about the natural world
5
Three dimensions of Reading Literacy
Retrieving information Ability to locate
information in a text
Interpreting information Ability to construct
meaning and drawn inferences from written
information
Reflecting and evaluation Ability to relate text
to their other knowledge,ideas and experiences
6
The 5 proficiency levels are separated by 72
points.
Above 625
16.8/ 10
Reading Literacy Level 5 Evaluating information
and building hypotheses, drawing on specialised
knowledge, accommodating concepts contrary to
expectations
553 to 625
27.7/ 22
28.0/ 29
481 to 552
17.9/ 22
408 to 480
Reading Literacy Level 1Recognise main theme on
a familiar topic, make simple connections
7.3/ 12
335 to 407
2.4/ 6
Less than 335
Below Level 1These students may be able to read,
but have not acquired the skills to use reading
for learning
7

• Further work is based on the first results of
  PISA in Canada reported in the pan-Canadian
  report.
• For the purpose of this study, the data on
  Information and Communication Technology in PISA
  is analyzed.

8
A vast majority of 15-year-old Canadian students
have a computer at home and a link to the
internet.
Percentage of students reporting having a
computer at home and percentage reporting having
a link to the internet at home.
Percentage
9
More than half of the Canadian students aged 15
used a computer daily at home, but computers at
school are used less often.
Percentage of Canadian youth aged 15 reporting
daily or non-use of a computer at home and at
school.
10
There is a positive relationship between the PISA
reading scores and having a computer or a link to
the internet at home.
Relationship between PISA reading scores and
having a link to the internet at home

• Roughly half a reading proficiency level
  separated those with and without internet at home.

PISA Reading Scores

• Consistently, similar patterns were found for
  each of the three dimensions of reading.
  Therefore, results of analysis of the overall
  reading score are presented.

11
Relationship between PISA reading scores and
number of computers at home
There is a positive association with reading
scores and home computer access, and it increases
with the number of computers present.
PISA Reading Scores
12
Higher reading scores are associated with
frequent use of computers at home and Internet,
as well as infrequent use of computers at school
and computer games.
Relationship between PISA reading scores and
frequency of usage of computer at home,
internet, computer at school and computer games.
PISA Reading Scores
13
Three Indices of computer familiarity.
Index of computer usage (COMUSE) derived from
responses to questions related to the frequency
with which they used computer for learning
purposes.
Index of comfort with and perceived ability to
use computer (COMAB) derived from responses to
questions related to comfort when using computers
for various tasks and perceived ability with
computers compared to other youth.
Index of interest in computers (COMATT) derived
from responses to various statements on how they
felt about computers.
14
Multivariate Analysis

• Up to now, absolute effect (I.e. variables
  effect in the absence of other variables) of ICT
  variables on student achievement were presented.
• Next 3 tables show the relative effect (I.e.
  variables effect in the presence of other
  variables) of ICT variables
• Thresholds to judge the magnitude of the effect
• Trivial Less than 0.10
• Small Between 0.10 and 0.30
• Moderate Between 0.30 and 0.50
• Large Greater than 0.50
• An effect size less than 0.10 indicates that
  less than 1 of the variance in achievement
  scores is explained by the variable and, as such,
  reflects a trivial impact.

15
Relative effect of individual and ICT factors on
reading achievement scores.
Note R² 0.235 without ICT variables and R²
0,280 with ICT variables (for Canada)
16
Relative effect of family and ICT factors on
reading achievement scores.
Note R² 0.208 without ICT variables and R²
0,237 with ICT variables (for Canada)
17
Relative effect of individual, family and ICT
factors on reading achievement scores.
Note R² 0,3318 (for Canada)
18
Key findings

• Most 15-year-old Canadians have a computer and
  internet access at home, and they use them often.
• Having a computer at home is important, but using
  it is the key.
• Over and above individual and family factors,
  multivariate analyses show
• positive effect on reading achievement scores
  for
• frequent use of a computer at home
• comfort perceived ability of computer use
• negative effect on reading achievement scores for
  
• computer use for learning purposes.
• However, enjoyment of reading has the greatest
  effect on reading achievement scores.

19
Policy Implications

• The new economy relies on knowledge workers with
  both good reading and computer skills.
• Chances of improving reading scores through the
  provision of computers alone are not high.
• Since computers are widely available to students,
  policy should be directed to encouraging their
  use.