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 Volume 138, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
This meta-analysis synthesized the relation between measures of socioeconomic status (SES) and students' information and communication technology (ICT) literacy—a skillset that has found its way in educational curricula. Using three-level random-effects modeling across 32 independent K-12 student samples that provided 75 correlation coefficients, we identified a positive, significant, and small correlation, r¯ = 0.214, 95% CI [0.184, 0.244]. This correlation varied between studies and was moderated by the type of SES measure, the type of ICT literacy assessment, the broad categories of ICT skills assessed, the assessment of test fairness, and the sampling procedure employed. The findings of this meta-analysis suggest that students’ ICT literacy differs between socioeconomic status groups, thus pointing to a gap in the domain of ICT. However, the relation between SES and ICT literacy was weaker than those reported in other educational domains, such as mathematics and reading. Carefully designed studies and measures for which a validity argument has been crafted are needed when studying achievement gaps in the domain of ICT in future studies.
Scherer, R. & Siddiq, F. (2019). The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis. Computers & Education, 138(1), 13-32. Elsevier Ltd.
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Xiaochun Xie & Xiaosong Gai, School of Psychology, China; Yong Zhou, School of Journalism and Communication, China
Computers & Education Vol. 139, No. 1 (October 2019) pp. 146–156
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