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The role of online reader experience in explaining students’ performance in digital reading
ARTICLE

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Computers & Education Volume 59, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study explores the relationship between students’ extracurricular experiences online and their performance on the Program for International Student Assessment (PISA), focusing specifically on students’ competence in digital reading. The study uses a descriptive, correlational, ex post facto design. The data are taken from Spanish students’ results on the PISA 2009, which was developed by the OECD and in which 65 countries participated. A subsample of 4748 students who had taken the digital reading exam was extracted from the Spanish sample. In explaining digital reading performance, online experience in information-searching activities is shown to be more relevant than online social activities. Certain pedagogical implications are subsequently suggested to improve students’ digital reading competence.

Citation

Gil-Flores, J., Torres-Gordillo, J.J. & Perera-Rodriguez, V.H. (2012). The role of online reader experience in explaining students’ performance in digital reading. Computers & Education, 59(2), 653-660. Elsevier Ltd. Retrieved December 13, 2019 from .

This record was imported from Computers & Education on April 18, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ967004

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