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Gender Differences in Online Reading Engagement, Metacognitive Strategies, Navigation Skills and Reading Literacy
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Wu, J-Y. – Journal of Computer Assisted Learning, 2014
This study examined how knowledge of metacognitive strategies and navigation skills mediate the relationship between online reading activities and printed reading assessment (PRA) and electronic reading assessment (ERA) across 19 countries using the PISA (Programme for International Student Assessment) 2009 database. Participants were 34?104…
Descriptors: Gender Differences, Reading, Metacognition, Navigation (Information Systems)
Inclusiveness and ICT in Education: A Focus on Gender, Ethnicity and Social Class
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Heemskerk, Irma; Brink, Anouk; Volman, Monique; ten Dam, Geert – Journal of Computer Assisted Learning, 2005
This paper presents the results of a literature review on gender, ethnic and socioeconomic status differences related to ICT in primary and secondary education. The review was conducted in order to develop an index for analysing the inclusiveness of educational ICT applications. The research question was: How and to what extent do the…
Descriptors: Educational Practices, Academic Achievement, Socioeconomic Status, Gender Differences
Use of ICT and its Relationship with Performance in Examinations: A Comparison of the ImpaCT2 Project's Research Findings Using Pupil-Level, School-Level and Multilevel Modelling Data
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Harrison, Colin; Lunzer, Eric A.; Tymms, Peter; Fitz-Gibbon, Carol Taylor; Restorick, Jane – Journal of Computer Assisted Learning, 2004
This paper reports a previously unpublished comparative analysis of data from the ImpaCT2 study investigating the relationship between students' performance in England on national tests and their reported use of information technology (particularly networked technology) for school work, at three age levels (11, 14 and 16), in English, Maths and…
Descriptors: Information Technology, Educational Technology, Foreign Countries, Technology Uses in Education