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PISA 2006 ICT questionnaire

Organisation for Economic Cooperation and Development (OECD)

Results from Programme for International Student Assessment (PISA)

Miyako IkedaOECD/Directorate for Education

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OECD countries participating from PISA 2000

OECD countries participating from PISA from 2003

OECD partner countries participating from PISA 2000

OECD partner countries participating from PISA 2003

OECD partner countries participating from PISA 2006

PISA country participationKey features of PISA 2006

Information collectedEach student

2 hours on paper-and-pencil tasks ½ hour for questionnaire on background, learning habits,

learning environment, engagement and motivation, computer use

School principalsquestionnaire (school demography, learning environment quality)

CoverageRepresentative samples of between 3,500 and 50,000 students

per country. In total, more than 400,000 15-year-old students participated from 57 countries.

3 ICT questionnaire as an international option

. PISA 2006 PISA 2003 PISA 2000

Australia X XAustria XBelgium X XCanada X XCzech Rep. X XDenmark X XFinland X XGermany X XGreece XHungary X XIceland XIreland X XItaly XJapan XKorea XNetherlandsNew Zealand X XNorwayPoland XPortugal X

PISA 2006 PISA 2003 PISA 2000

Slovak Rep. XSpainSweden X XSwitzerland X XTurkey XBulgariaChileColombiaCroatiaJordanLatvia X XLiechtenstein X XLithuaniaMacao-ChinaQatarRussian Fed. X XSerbia XSloveniaThailand X XUruguay X

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Q1: Students’ access to computer

Q2: Length of time using computer

Q3: Frequency of use by location

Q4: Frequency of use by type of use

Q5: Students’ confidence in using ICT

Five questions included in the PISA 2006 ICT questionnaire

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Also included in PISA 2003.

PISA 2003 results have shown that: Almost all 15-year-old students in the OECD countries

have experience of using computers (OECD average 98%).

No gender differences in most countries.

0

5

10

15

20

% o

f stu

dents

havin

g n

ever

used a

co

mp

ute

r

Males

Females

Q1: Have you ever used a computer? Yes /No

6 Q2: How long have you been using computers

Less than 1 year/ 1-3 years/ 3-5 years/ 5+ years

Also included in PISA 2003.

PISA 2003 results have shown that: The length of time for which student have been using

computers differs greatly across countries.

Examining by gender…..

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8 Q2: How long have you been using computers

Less than 1 year/ 1-3 years/ 3-5 years/ 5+ years

Also included in PISA 2003.

PISA 2003 results have shown that: The length of time for which student have been using

computers differs greatly across countries.

There seems to be gender difference especially in the proportion of students in the category of “more than 5 years” (need significance test). Does this gender gap decrease/increase in PISA 2006?

There is a association between the length of time that students have been using computers and their performance in PISA mathematics (even after accounting for family background of students). Does this association holds both for males and females?

Does this association change in PISA 2006?

9 Q3: How often do you use a computer at these places: at home, at school, at other places?

Almost everyday/ 1-2 per week/ A few times a month/ Once a month or

less/ Never

Also included in PISA 2003 and PISA 2000.

PISA 2003 results have shown that: In most countries, students report that they use

computers most frequently at home.

It seems that male students tend to use computers at home more frequently in most countries, while in some countries female students use computers at school more frequently than male students (need significance test). Does this gender gap decrease/increase in PISA 2006?

10%

of stu

dents

usin

g c

om

pute

r alm

ost

every

day o

r once

or

twic

e a

week

At HOME

At SCHOOL

11 Q4: How often do you use computers for the following reasons?

Almost every day/ a few times each week/ Between once a week

and once a month/ Less than once a month/ Never

Browse the Internet for information about people, things, or ideas.

Play games. Write documents (e.g. with Word® or WordPerfect®) Use the Internet to collaborate with a group or team Use spreadsheets (e.g. Lotus 1 2 3® or Microsoft Excel®) Download software from the Internet (including games) Drawing, painting or graphics programs Use educational software such as mathematics programs Download music from the Internet Writing computer programs For communication (e.g. e-mail or “chat rooms”)

12OECD average % of students reporting the use of followings almost every

day or a few times each week

% of students

13 Q5: How well can you do each of these tasks on a computer?

I can do this very well by myself/ I can do this with help from someone/ I know what this means but I cannot do it/ I don’t

know what this means

Chat online Search the internet for information Download files or programs from the Internet [also in PISA2003] Attach file to an E-mail message [also in PISA2003] Download music from the Internet [also in PISA2003] Write and send E-mails [also in PISA2003]

Use software to find and get rid of computer viruses [also in PISA2003] Edit digital photographs or other graphic images Create a database (e.g. using Microsoft Access®) Use a word processor (e.g. to write an essay for school) Use a spreadsheet to plot a graph [also in PISA2003] Create a presentation (e.g. using Microsoft PowerPoint ®) Create a multi-media presentation (with sound, pictures, video) [also in

PISA2003] Construct a webpage [also in PISA2003]

Copy data to a CD (e.g. make a music CD)

Internet tasks

High level tasks

14 PISA 2003 results have shown that:

In most countries, male students report higher confidence in ICT tasks than females and more so in high-level tasks.

– Males are 10% more likely to report confidence in constructing a webpage.

– 16% fewer females are confident in creating a multi-media presentation,

– 25% fewer females are confident in using software to find and get rid of computer viruses.

Does this gender gap decrease/increase in PISA 2006?

15In Summary

Basic statistics by gender- percentages and means in ICT variables;

- Relationships between ICT variables and performance;

- Relationships between ICT variables and family background of student.

Changes in these basic statists from PISA 2000 and 2003