Major: Finance and Business Economics
Faculty Mentor: Dr. Fang Dong, Economics
The International Computer and Information Literacy Study (ICILS) is a computer-based international assessment of eighth-grade students’ capacities “to use information communications technologies (ICT) productively for a range of different purposes, in ways that go beyond a basic use of ICT” (Fraillon, Ainley, Schulz, Duckworth and Friedman 2018). It is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and was first conducted in 2013 with 21 participating countries. The research papers that used ICILS 2013 data include Rohatgi, Scherer, and Hatlevik (2016), Scherer, Rohatgi, and Hatlevik (2017), Hatlevik, Throndsen, Loi, and Gudmundsdottir (2018), and Gerick, and Eickelmann and Bos (2017) among others. However, many of them focused on one country or a few countries, not the entire 21 ICILS participating countries. Methodologies include a structural equation model (SEM), multi-group SEM, latent profile analysis (LPA), path analyses, and multilevel approach. We apply a two-level multilevel approach to study the various determinants of students’ achievement in the CIL test. The main result shows that, across all the 19 countries where data is available, National Index of Students Socioeconomic Background has the largest and significant positive impact on students’ CIL test scores except for Hong Kong, China, where it has a slightly significant negative impact on students’ CIL test scores, while Netherlands is excluded due to the lack of data on this variable. Another important finding is that in most countries there is a gender gap in which male students usually have a statistically and significantly lower CIL test scores than female students. We intend to draw further conclusions by comparing each of the determinants across countries. We intend to point to a potential policy recommendation based on our estimation results for future research and educational practice.
4-22-2020 12:00 AM