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An Examination of the Links between Technology, Culture, and Reading Proficiency: A Study of the Programme of International Student Assessment (PISA)

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posted on 11.12.2020, 18:46 by Andrew Schenck
This study was designed to investigate the relationship between culture, technology, and reading. Reading scores from the Programme of International Student Assessment (PISA) were obtained from 41 countries and compared to: digital device use in the classroom, method of digital device use in the classroom, and digital device use outside the classroom. Results suggest that either no use or extensive use of technology improves overall reading scores. Cultural characteristics such as assertiveness or low institutional collectivism in some countries appear to mitigate this effect, decreasing the impact of technology on reading. Teacher control of technology had the highest impact on reading performance. Finally, as the use of technology outside the classroom increased, reading proficiency tended to decrease, with the exception of the Anglo cultural group.

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Declaration of conflicts of interest

The Author declares that there is no conflict of interest.

Corresponding author email

Schenck@hotmail.com

Lead author country

South Korea

Lead author institution

State University of New York (SUNY), Korea

Human Participants

No

Ethics statement

This study did not include human subjects or animals. Therefore, this section is not applicable.

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