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*: p<0.05, **: p<0.01, ***: p< 0.001. The random intercept model with controlling variables only for secondary students’ literacy in reading, mathematics, and science. Table 3

Table 3 *: p<0.05, **: p<0.01, ***: p< 0.001. The random intercept model with controlling variables only for secondary students’ literacy in reading, mathematics, and science. Table 3

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Level of ICT integration into education system Fig. 1. Information needs for different types of ICT in education over time Source: UIS (2009).
Level of ICT integration into education system Fig. 1. Information needs for different types of ICT in education over time Source: UIS (2009).
Intraclass coefficient for null models. Table 1 Across all three subjects and two grades, student SES was found to have consistently positive influences on student achievements; thus, students who have higher SES levels tend to have better achievements. Regarding the gender difference in all three subjects, it was discovered that for both grades, the gender gap is far wider in reading than it is in either mathematics or science. The gaps were significant but with different directions: girls outperformed boys in reading, whereas boys outperformed girls in both mathematics and science. Such trends were observed in both the 4th grade group and 8th grade group. In addition, national GDP level was also found to show significant positive influence on achievements for 4th and 8th grade students. ee ae ee ae # <a sy oy ae es wo % ce cs aR oe me came ae ao a a aa as elk ry 4 a a
Intraclass coefficient for null models. Table 1 Across all three subjects and two grades, student SES was found to have consistently positive influences on student achievements; thus, students who have higher SES levels tend to have better achievements. Regarding the gender difference in all three subjects, it was discovered that for both grades, the gender gap is far wider in reading than it is in either mathematics or science. The gaps were significant but with different directions: girls outperformed boys in reading, whereas boys outperformed girls in both mathematics and science. Such trends were observed in both the 4th grade group and 8th grade group. In addition, national GDP level was also found to show significant positive influence on achievements for 4th and 8th grade students. ee ae ee ae # <a sy oy ae es wo % ce cs aR oe me came ae ao a a aa as elk ry 4 a a
*: p<0.05, **: p<0.01, ***: p< 0.001. The random intercept model with controlling variables only for primary students’ literacy in reading, mathematics, and science. Table 2
*: p<0.05, **: p<0.01, ***: p< 0.001. The random intercept model with controlling variables only for primary students’ literacy in reading, mathematics, and science. Table 2
*: p<0.05, **: p<0.01, ***: p< 0.001. The random intercept full model for primary students’ literacy in reading, mathematics, and science. Table 4
*: p<0.05, **: p<0.01, ***: p< 0.001. The random intercept full model for primary students’ literacy in reading, mathematics, and science. Table 4
*: p<0.05, **: p<0.01, ***: p< 0.001. The random intercept full model for secondary students’ literacy in reading, mathematics, and science. Table 5
*: p<0.05, **: p<0.01, ***: p< 0.001. The random intercept full model for secondary students’ literacy in reading, mathematics, and science. Table 5
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