Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale
Ove E. Hatlevik, Ronny Scherer, Knut-Andreas Christophersen
Computers & Education Volume 113, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Crafting a validity argument is crucial for the development of any assessment of ICT literacy. In about the context of studying gender differences in ICT literacy, it has therefore become essential to ensure that gender differences are not due to the existence of measurement bias, which might indicate that an assessment instrument used to measure ICT literacy operates differently for girls and boys. Hence, researchers need to gather evidence on the validity of such gender comparisons. The present study follows this line of research by investigating the overall measurement invariance at the construct level and the differential functioning of items across gender of an ICT literacy test. Based on the data obtained from a random sample of 919 Norwegian lower secondary school students (468 girls), multi-group confirmatory factor analysis showed that the test was invariant to a sufficient degree, and girls outperformed boys in the overall test score (β = 0.35,
Hatlevik, O.E., Scherer, R. & Christophersen, K.A. (2017). Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale. Computers & Education, 113(1), 280-293. Elsevier Ltd. Retrieved March 26, 2023 from https://www.learntechlib.org/p/201419/.
This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2017.06.003
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The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis
Ronny Scherer, Department of Teacher Education and School Research (ILS), Norway; Fazilat Siddiq, Unit for Digitalisation and Education (eDU), Norway
Computers & Education Vol. 138, No. 1 (September 2019) pp. 13–32
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