Table C.5.8
Index of self-confidence in information and communications technologies high-level tasks,1 by students' socio-economic status,2 Canada, provinces, G-8 and selected OECD countries, 2009
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| Index of Economic, Social and Cultural StatusNote 2 | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| All students | Bottom quarter of students |
Second quarter of students |
Third quarter of students |
Top quarter of students |
Difference between top and bottom quarters | |||||||
| mean index, self-confidence | standard error | mean index, self-confidence | standard error | mean index, self-confidence | standard error | mean index, self-confidence | standard error | mean index, self-confidence | standard error | difference in mean index | standard error | |
| Canada | 0.05 | (0.01) | -0.14 | (0.02) | 0.06 | (0.02) | 0.06 | (0.02) | 0.22 | (0.02) | 0.36 | (0.03) |
| Newfoundland and Labrador | -0.05 | (0.03) | -0.10 | (0.06) | -0.22 | (0.07) | 0.01 | (0.06) | 0.09 | (0.07) | 0.19 | (0.09) |
| Prince Edward Island | -0.06 | (0.03) | -0.15 | (0.05) | -0.16 | (0.07) | 0.02 | (0.06) | 0.05 | (0.05) | 0.21 | (0.08) |
| Nova Scotia | -0.04 | (0.02) | -0.24 | (0.04) | -0.01 | (0.05) | -0.05 | (0.05) | 0.17 | (0.05) | 0.40 | (0.06) |
| New Brunswick | 0.10 | (0.03) | 0.04 | (0.06) | 0.08 | (0.07) | 0.04 | (0.05) | 0.23 | (0.05) | 0.19 | (0.08) |
| Quebec | 0.00 | (0.02) | -0.21 | (0.04) | 0.06 | (0.03) | 0.01 | (0.04) | 0.15 | (0.04) | 0.36 | (0.06) |
| Ontario | 0.14 | (0.02) | -0.05 | (0.04) | 0.14 | (0.05) | 0.13 | (0.04) | 0.36 | (0.04) | 0.42 | (0.06) |
| Manitoba | -0.01 | (0.03) | -0.20 | (0.06) | 0.01 | (0.06) | 0.09 | (0.06) | 0.06 | (0.05) | 0.26 | (0.08) |
| Saskatchewan | -0.09 | (0.04) | -0.31 | (0.07) | -0.06 | (0.08) | -0.04 | (0.05) | 0.05 | (0.04) | 0.36 | (0.08) |
| Alberta | 0.04 | (0.02) | -0.06 | (0.06) | 0.04 | (0.05) | 0.07 | (0.04) | 0.10 | (0.05) | 0.16 | (0.09) |
| British Columbia | -0.08 | (0.02) | -0.23 | (0.05) | -0.12 | (0.04) | -0.08 | (0.03) | 0.12 | (0.05) | 0.35 | (0.07) |
| G-8 countries | ||||||||||||
| Canada | 0.05 | (0.01) | -0.14 | (0.02) | 0.06 | (0.02) | 0.06 | (0.02) | 0.22 | (0.02) | 0.36 | (0.03) |
| France | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period |
| Germany | 0.13 | (0.02) | -0.02 | (0.03) | 0.07 | (0.03) | 0.19 | (0.03) | 0.25 | (0.03) | 0.27 | (0.04) |
| Italy | -0.06 | (0.01) | -0.23 | (0.02) | -0.07 | (0.02) | 0.01 | (0.01) | 0.05 | (0.02) | 0.28 | (0.03) |
| Japan | -0.66 | (0.02) | -0.85 | (0.03) | -0.67 | (0.03) | -0.61 | (0.03) | -0.53 | (0.03) | 0.32 | (0.04) |
| Russian Federation | 0.02 | (0.03) | -0.37 | (0.05) | -0.02 | (0.05) | 0.12 | (0.04) | 0.31 | (0.04) | 0.68 | (0.06) |
| United Kingdom | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period |
| United States | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period | Note ..: not available for a specific reference period |
| Selected OECD countries | ||||||||||||
| Australia | 0.14 | (0.01) | -0.05 | (0.02) | 0.12 | (0.02) | 0.21 | (0.02) | 0.31 | (0.02) | 0.37 | (0.03) |
| Denmark | -0.06 | (0.01) | -0.19 | (0.03) | -0.07 | (0.03) | -0.07 | (0.02) | 0.11 | (0.02) | 0.30 | (0.04) |
| Finland | -0.31 | (0.02) | -0.41 | (0.03) | -0.34 | (0.03) | -0.27 | (0.03) | -0.23 | (0.03) | 0.17 | (0.04) |
| Ireland | -0.11 | (0.03) | -0.32 | (0.05) | -0.12 | (0.05) | -0.04 | (0.04) | 0.02 | (0.03) | 0.34 | (0.05) |
| Korea | -0.34 | (0.02) | -0.60 | (0.04) | -0.36 | (0.03) | -0.30 | (0.03) | -0.10 | (0.03) | 0.50 | (0.05) |
| New Zealand | -0.07 | (0.02) | -0.22 | (0.03) | -0.10 | (0.03) | -0.02 | (0.03) | 0.07 | (0.03) | 0.29 | (0.04) |
| Norway | 0.03 | (0.02) | -0.13 | (0.03) | 0.01 | (0.04) | 0.09 | (0.03) | 0.14 | (0.03) | 0.26 | (0.04) |
| Sweden | -0.24 | (0.02) | -0.40 | (0.04) | -0.26 | (0.03) | -0.21 | (0.03) | -0.11 | (0.03) | 0.29 | (0.04) |
| Switzerland | 0.07 | (0.02) | -0.05 | (0.03) | 0.06 | (0.03) | 0.12 | (0.02) | 0.14 | (0.03) | 0.19 | (0.04) |
|
.. not available for a specific reference period 1. 1. The Programme for International Student Assessment (PISA) information and communications technologies (ICT) familiarity questionnaire asked students to provide information on the extent to which they could perform five different types of technical proficiency: edit digital photographs or other graphic images; create a database; use a spreadsheet to plot a graph; create a presentation; create a multimedia presentation. There were four possible responses: I can do this very well by myself; I can do this with help from someone; I know what this means but I cannot do it; I don't know what this means. Student responses were used to create an index of self-confidence in ICT high-level tasks. For this index, a negative score indicates a level of confidence that is lower than the average calculated for students across the Organisation for Economic Co-operation and Development (OECD) countries. Students' subjective judgments of task competency may vary across jurisdictions. 2. The Programme for International Student Assessment (PISA) Index of Economic, Social, and Cultural Status was designed to provide a measure of the socio-economic status of 15-year-olds. It was constructed on the basis of the following indices: the international socio-economic index of occupational status; the level of education of mother or father (whichever was higher) converted to years of schooling; and three indices based on home possessions--the index of cultural possessions (e.g., works of art, books of poetry), home possessions, and home educational resources. In turn, these indices were constructed based on students' self-reports in a 30-minute student questionnaire administered along with the PISA assessment. Access to possessions at home was used as a proxy measure of wealth. The PISA respondents were divided into four equal groups or quartiles based on their index values. For more information, please see PISA 2009 Results: Students On Line Digital Technologies and Performance (Volume VI) on the OECD's Web site. Notes: The Programme for International Student Assessment (PISA) reports on reading, mathematics, and science every three years, providing a more detailed look at each domain in the years when it is a major focus: reading in 2000 and 2009, mathematics in 2003, and science in 2006. In addition, PISA collects several types of background information designed to provide interpretive data for analyzing PISA results. This background information is collected through a number of questionnaires including mandatory school and student questionnaires, as well as several optional components such as the one on student familiarity with information and communication technologies. The data presented in this table were collected through the ICT familiarity questionnaire. For more information, please see PISA 2009 Results: Students On Line Digital Technologies and Performance (Volume VI) on the OECD's Web site. The territories do not participate in PISA. For a brief description of this indicator, including the methodology, please see the Handbook for the Pan-Canadian Education Indicators Program. Sources: Statistics Canada, Programme for International Student Assessment (PISA), 2009 database; Organisation for Economic Co-operation and Development (OECD), 2009 PISA database. Updated May 1, 2012. |
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