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

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. There is a positive association with reading scores and home computer access, and it increases with the number of computers present. Relationship between PISA reading scores and number of computers at home 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. variable’s effect in the absence of other variables) of ICT variables on student achievement were presented. • Next 3 tables show the relative effect (I.e. variable’s 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.