ICILS 2018 Design

Methodology
Quantitative Study
Method(s)
  • Overall approach to data collection
    • Proctored assessment and self-administered surveys
  • Specification
    • Cross-sectional
    • Some trend reporting possible with previous cycles
Target population

Students

  • Students in grade 8
  • Typically around 14 years of age in most countries (at least 13.5 years at the time of the assessment)

  Teachers

  • Consists of all teachers teaching regular school subjects at each sampled school
Sample design

Multistage (two stage) cluster sampling

Sample size

Per Country

  • School Sample: 150-261 schools (minimum sample = 150)
  • Student Sample: 20 per school (minimum)
  • Teacher Sample: 15 per school (minimum)

Total Sample

  • 46,561 Students
  • 26,530 Teachers
  • 2,226 Schools
  • 12 Countries (plus 2 benchmarking countries)
Data collection techniques and instruments

Description

CIL and CT Assessments  

  • The test were embedded within modules. In total, there were five 30 minutes CIL modules and two 25 minutes CT modules.
  • Each student completed 2 out of 5 CIL modules and 2 CT modules. The order and selection of the CIL modules were assigned randomly.

Student Questionnaire

  • Following the CIL assessment, each student completed a 30 minutes student questionnaire.
  • The student questionnaire were taken to investigate student engagement with ICT; which included questions related to experience and use of ICT, their attitudes towards the use of computers and ICT and background characteristics.

Questionnaires for Teachers, ICT Coordinators and Principals

  • ICILS 2018 also included a teacher questionnaire, which was completed by 15 randomly selected grade 8 teachers of each sampled school.
  • The questions were related to familiarity of teachers with ICT, their use of ICT in educational activities, their perceptions of ICT in schools, learning to use ICT in teaching and their background characteristics.
  • The ICT coordinators also had to complete a 15 minute questionnaire, which included questions related to the resources of ICT in school, ICT use in school, ICT technical support and provisions for professional development in ICT.
  • The principal of respective schools completed a 15 minutes questionnaire answering questions related to school characteristics, policies, procedures and priorities for ICT.

National Context Survey

  • The National Research Coordinators of each individual countries were responsible for information related to education structure and other aspects of education policy concerning ICT related learning in their respective countries.
Techniques
  • achievement test
  • questionnaire