Determinants of a Computer and Information Literacy Test Score: A Comparison Across 19 Countries

Abstract

This paper explores the International Computer and Information Literacy Study (ICILS) and applies both the two-level and three-level hierarchical linear regression models to study the various determinants of students’ achievement in the CIL test. The main result shows that, across almost all the 19 countries where data is available, National Index of Students Socioeconomic Background has the largest and most significant positive impact on students’ CIL test scores. Another important finding is that in 8 out of the 19 countries there is a gender gap in which male students usually have a statistically and significantly lower CIL test score than female students.