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The Impact of Online Reading Activities and ICT Use on 15-Year-Old Students’ Digital Reading Performance: Comparing Estonia and Finland

Lin, Lin (2021) The Impact of Online Reading Activities and ICT Use on 15-Year-Old Students’ Digital Reading Performance: Comparing Estonia and Finland.

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Abstract:Technology development has shifted the nature of reading literacy massively from print to digital texts, which has placed a changing demand on our reading skills. Reading on-screen requires the same skills as in traditional print reading, with the important addition of being able to navigate, where basic ICT skills are required (OECD, 2015). This study focused on quantitative regression analysis to gain more insights into the impact of online reading activities and ICT use on 15-year-olds’ digital reading performance in Estonia and Finland. While both Estonia and Finland were top-performing OECD countries with geographic and cultural similarities, a contrary trend in their PISA reading performance has been witnessed. While Estonia steadily improved its reading performance and advanced to the top since its first participation in the PISA surveys in 2006, Finland has been observed with a continuous declining performance over the same period. Regression analyses based on PISA 2018 data showed that online reading activities positively influenced students’ digital reading performance. ICT use at school had a negative impact on students’ digital reading performance. ICT use outside school showed different results depending on user groups and types of use. Further comparison to PISA 2009 data revealed that the declining performance in Finland could be accounted for by ICT use. Details of the findings and their implications were elaborated.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/85854
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