Gender differences in computer and information literacy: An exploration of the performances of girls and boys in ICILS 2013

Abstract

IEA’s International Computer and Information Literacy Study (ICILS) 2013 showed that in the majority of the participating countries, 14-year-old girls outperformed boys in computer and information literacy (CIL): results that seem to contrast with the common view of boys having better computer skills. This study used the ICILS data to explore whether the achievement test used in this study addressed specific dimensions of CIL and, if so, whether the performances of girls and boys on these subscales differ. We investigated the hypothesis that gender differences in performance on computer literacy items would be slightly in favour of boys, whereas gender differences in performance on information literacy items would be slightly in favour of girls. Furthermore, it was examined whether such differences varied across European countries and if item bias was present. Data was analysed using a confirmative factor analysis model, i.e. a multidimensional item response theory model, for the identification of the subscales, the explorations of gender and national differences, and possible item bias. To a large extent the results support our postulated hypothesis and shed new light on the commonly assumed disadvantaged position of girls and women in modern information society.

Student Achievement and Beliefs Related to Computer and Information Literacy

“…These results also differ from the reports of self-reported competencies in the early stages of the introduction of computer technology to school (Cooper 2006;Volman and van Eck 2001). Punter et al (2017) suggested that there has been a change in the relative performance of female and male students that has accompanied a broader societal change in computer use, from technical to applications incorporating information management and communications that make use of the internet. They argued that the performance of female and male students on different types of task should be investigated.…”

“…As reported in the ICILS 2013 international report (Fraillon et al 2014), the performance of female students was substantially higher than that of male students in 12 out of the 14 ICILS 2013 countries for which adequate data were collected (Table 3.1). The size of the difference ranged from small in the Czech Republic (12 scale points) to moderate in the Republic of Korea (38 scale points).…”

“…The size of the difference ranged from small in the Czech Republic (12 scale points) to moderate in the Republic of Korea (38 scale points). In the remaining Fraillon et al (2014) two countries (Thailand and Turkey; in both these countries achievement levels were very low), the differences were negligible.…”

“…• Search for and find information needed on the internet; • Create a multimedia presentation (with sound, pictures, or video); and • Upload text, images, or video to an online profile. Fraillon et al (2014) In ICILS 2013, student responses to this set of items were combined into a selfefficacy scale for basic CIL skills. The scale was constructed to have a mean of 50 and a standard deviation of 10.…”

“…They argued that the performance of female and male students on different types of task should be investigated. We begin this chapter with an overview of the gender differences reported in the ICILS 2013 international report (Fraillon et al 2014), and then summarize some detailed analyses of differences between female and male students overall and on different types of task, as well as reported differences in self-efficacy.…”