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Digital reading proficiency in german 15-year olds: evidence from PISA 2012

Kompetenzen 15-jähriger Schülerinnen und Schüler beim Lesen digitaler Texte in Deutschland: Befunde aus PISA 2012

Abstract

The present study reports results on digital reading proficiency in German 15-year-old secondary students, based on the PISA 2012 computer-based assessment (N = 2785). We report mean performance in digital reading and relation with student background, availability of ICT, use of ICT, and attitudes towards ICT. With a mean score 494 points on the PISA scale, German students did not perform significantly different from the OECD average. However, their digital reading proficiency lagged significantly behind their print reading proficiency. A regression model with student background variables gender, immigrant status, and socio-economic status combined explained 13% of digital reading variance. ICT availability, use of ICT, and attitudes towards ICT combined explained 16% of variance. A regression model combining both student background and ICT availability, attitudes, and use explained 23% of variance. ICT availability and use had inversely u‑shaped relationship associations with digital reading proficiency.

Zusammenfassung

Die vorliegende Studie berichtet erstmals die Ergebnisse zum Lesen digitaler Texte aus dem computerbasierten Teil des PISA-Tests 2012 für Schülerinnen und Schüler in Deutschland (N = 2785) im Hinblick auf Performanz und Zusammenhänge mit soziodemographischen Variablen sowie Zugang zu Informations- und Kommunikationstechnologien (ICT), ICT-Nutzung und ICT-bezogenen Einstellungen. Im Mittel erreichten deutsche 15-jährige im Lesen Digitaler Texte 494 Punkte auf der PISA-Skala. Die Performanz deutscher 15‑jähriger beim Lesen digitaler Texte liegt damit im Bereich des OECD-Durchschnitts und ist signifikant niedriger als die Performanz deutscher 15-jähriger beim Lesen gedruckter Texte. Ein Regressionsmodell mit den soziodemographischen Prädiktoren Geschlecht, Migrationsstatus und sozioökonomischer Status und den ICT-bezogenen Variablen Zugang zu ICT, ICT-Nutzung und ICT-bezogene Einstellungen erklärte 23 % der Varianz im Lesen digitaler Texte. Soziodemographische Variablen allein erklärten 13 % und ICT-bezogene Variablen erklärten 16 % der Varianz. Der Zusammenhang der Performanz beim Lesen digitaler Texte mit Zugang zu ICT und Nutzung von ICT war dabei umgekehrt U‑förmig.

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Notes

  1. PISA 2012 Digital Reading results were reported on the scale established in 2009, which was introduced in OECD (2011a). See also OECD (2015, p. 85).

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Naumann, J., Sälzer, C. Digital reading proficiency in german 15-year olds: evidence from PISA 2012. Z Erziehungswiss 20, 585–603 (2017). https://doi.org/10.1007/s11618-017-0758-y

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Keywords

  • Digital reading
  • Hypertext
  • PISA 2012
  • ICT use
  • Computer-related attitudes

Schlüsselwörter

  • Lesekompetenz
  • Hypertext
  • Lesen Digitaler Texte
  • PISA 2012
  • Nutzung von Informations- und Kommunikationstechnologie
  • Computerbezogene Einstellungen