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 To apply knowledge in real-life situations To communicate thoughts and ideas effectively PISA Reading Achievement About the capacity of young adults to use written information effectively

3 Reading, Mathematics, and Science 32 countries provinces Youth aged 15 Over 250,000 students ,000 students from more than 1,000 schools 17 languages English and French 2-hour direct skills assessment 20-minute contextual questionnaire to youth School questionnaire 3-minute IT questionnaire 30-minute YITS questionnaire to youth 30-minute interview with parents Items added to school questionnaire

4 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 Below Level 1 These students may be able to read, but have not acquired the skills to use reading for learning Reading Literacy Level 1 Recognise main theme on a familiar topic, make simple connections Above to to 407 Les s tha n to to 552 The 5 proficiency levels are separated by 72 points. Reading Literacy Level 5 Evaluating information and building hypotheses, drawing on specialised knowledge, accommodating concepts contrary to expectations 16.8/ / / / / / 6

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 Percentage of students reporting having a computer at home and percentage reporting having a link to the internet at home. Percentage A vast majority of 15-year-old Canadian students have a computer at home and a link to the internet.

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. Roughly half a reading proficiency level separated those with and without internet at home. PISA Reading Scores Relationship between PISA reading scores and having a link to the internet at home 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 PISA Reading Scores There is a positive association with reading scores and home computer access, and it increases with the number of computers present.

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. PISA Reading Scores Relationship between PISA reading scores and frequency of usage of: computer at home, internet, computer at school and computer games.

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 = 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 = 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.