Table C.5.6
Percentage of 15-year-old students in schools whose principals reported shortage or inadequacy of computer hardware or software for instruction,Note 1 by students' socio-economic status,Note 2 Canada, provinces, G-8 and selected OECD countries, 2009
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| Reported shortage or inadequacy of computers | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 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 | ||||||
| percentage with computer shortage or inadequacy | standard error | percentage with computer shortage or inadequacy | standard error | percentage with computer shortage or inadequacy | standard error | percentage with computer shortage or inadequacy | standard error | percentage with computer shortage or inadequacy | standard error | percentage points | |
| Canada | 31 | (1.96) | 31 | (2.28) | 34 | (2.23) | 31 | (2.13) | 29 | (2.56) | -2 |
| Newfoundland and Labrador | 28 | (3.94) | 35 | (8.24) | 24 | (5.40) | 24 | (3.66) | 33 | (2.48) | -2 |
| Prince Edward Island | 8 | (0.28) | 7 | (1.06) | 7 | (1.27) | 9 | (1.42) | 10 | (1.49) | 3 |
| Nova Scotia | 22 | (3.18) | 21 | (4.44) | 24 | (4.33) | 21 | (3.46) | 23 | (3.17) | 2 |
| New Brunswick | 37 | (1.18) | 36 | (2.76) | 36 | (2.71) | 39 | (2.64) | 39 | (2.79) | 3 |
| Quebec | 28 | (3.52) | 33 | (4.71) | 31 | (4.11) | 29 | (4.11) | 21 | (3.25) | -12 |
| Ontario | 39 | (4.19) | 39 | (4.72) | 42 | (4.78) | 40 | (4.34) | 36 | (5.00) | -2 |
| Manitoba | 29 | (2.27) | 31 | (3.86) | 29 | (3.10) | 32 | (3.32) | 22 | (2.68) | -9 |
| Saskatchewan | 16 | (2.30) | 14 | (2.98) | 16 | (3.06) | 17 | (2.88) | 18 | (2.08) | 4 |
| Alberta | 23 | (3.60) | 20 | (3.97) | 24 | (4.92) | 22 | (3.74) | 24 | (4.51) | 3 |
| British Columbia | 22 | (4.20) | 19 | (4.42) | 23 | (4.66) | 24 | (5.07) | 23 | (4.18) | 4 |
| G-8 countries | |||||||||||
| Canada | 31 | (1.96) | 31 | (2.28) | 34 | (2.23) | 31 | (2.13) | 29 | (2.56) | -2 |
| 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 |
| Germany | 29 | (2.90) | 28 | (3.73) | 28 | (2.95) | 28 | (3.20) | 34 | (4.38) | 6 |
| Italy | 29 | (1.70) | 30 | (2.15) | 30 | (1.89) | 30 | (2.02) | 28 | (2.07) | -2 |
| Japan | 14 | (2.38) | 16 | (3.45) | 15 | (2.86) | 13 | (2.26) | 12 | (2.20) | -3 |
| Russian Federation | 63 | (2.93) | 68 | (3.67) | 66 | (3.01) | 60 | (3.21) | 58 | (4.19) | -10 |
| United Kingdom | 32 | (2.86) | 26 | (2.93) | 33 | (3.17) | 33 | (3.30) | 37 | (4.17) | 11 |
| United States | 26 | (4.25) | 29 | (4.74) | 25 | (4.19) | 27 | (4.69) | 23 | (6.68) | -7 |
| Selected OECD countries | |||||||||||
| Australia | 29 | (2.76) | 33 | (3.29) | 33 | (3.10) | 27 | (2.92) | 22 | (2.79) | -12 |
| Denmark | 26 | (3.02) | 23 | (3.54) | 27 | (3.42) | 27 | (3.13) | 29 | (3.82) | 6 |
| Finland | 42 | (3.70) | 41 | (4.30) | 41 | (4.01) | 41 | (3.83) | 43 | (4.28) | 2 |
| Ireland | 51 | (4.11) | 50 | (5.07) | 51 | (4.64) | 52 | (4.41) | 50 | (5.42) | 0 |
| Korea | 8 | (2.33) | 8 | (2.83) | 9 | (2.72) | 9 | (2.52) | 7 | (2.46) | -1 |
| New Zealand | 43 | (3.21) | 42 | (4.09) | 44 | (3.28) | 47 | (3.72) | 41 | (3.84) | 0 |
| Norway | 37 | (3.62) | 37 | (4.03) | 36 | (3.61) | 39 | (3.97) | 35 | (4.25) | -1 |
| Sweden | 52 | (3.98) | 54 | (4.66) | 53 | (4.34) | 51 | (4.27) | 49 | (4.78) | -5 |
| Switzerland | 17 | (2.61) | 18 | (3.81) | 17 | (3.16) | 17 | (2.47) | 17 | (2.56) | -1 |
| Reported shortage or inadequacy of software | |||||||||||
| 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 | ||||||
| percentage with software shortage or inadequacy | standard error | percentage with software shortage or inadequacy | standard error | percentage with software shortage or inadequacy | standard error | percentage with software shortage or inadequacy | standard error | percentage with software shortage or inadequacy | standard error | percentage points | |
| Canada | 20 | (1.94) | 23 | (2.43) | 22 | (2.26) | 20 | (2.03) | 16 | (1.95) | -7 |
| Newfoundland and Labrador | 27 | (3.76) | 32 | (7.37) | 24 | (5.56) | 24 | (3.49) | 32 | (2.44) | 0 |
| Prince Edward Island | 15 | (0.28) | 17 | (1.57) | 17 | (1.43) | 14 | (1.55) | 16 | (1.81) | -1 |
| Nova Scotia | 13 | (2.41) | 14 | (3.52) | 16 | (3.08) | 13 | (2.65) | 10 | (2.12) | -4 |
| New Brunswick | 24 | (1.41) | 22 | (2.36) | 25 | (2.61) | 25 | (2.23) | 24 | (2.60) | 1 |
| Quebec | 21 | (2.94) | 27 | (4.36) | 24 | (3.61) | 20 | (3.04) | 15 | (2.32) | -12 |
| Ontario | 22 | (3.84) | 25 | (4.81) | 22 | (4.36) | 21 | (3.80) | 17 | (3.71) | -8 |
| Manitoba | 22 | (2.33) | 21 | (3.71) | 22 | (3.31) | 21 | (2.76) | 22 | (3.10) | 1 |
| Saskatchewan | 11 | (2.13) | 11 | (2.85) | 11 | (2.62) | 13 | (2.65) | 11 | (2.08) | 0 |
| Alberta | 13 | (3.01) | 15 | (4.50) | 16 | (4.21) | 12 | (2.83) | 8 | (2.31) | -7 |
| British Columbia | 21 | (4.31) | 20 | (5.19) | 20 | (4.40) | 21 | (4.87) | 23 | (5.05) | 3 |
| G-8 countries | |||||||||||
| Canada | 20 | (1.94) | 23 | (2.43) | 22 | (2.26) | 20 | (2.03) | 16 | (1.95) | -7 |
| 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 |
| Germany | 28 | (3.31) | 30 | (4.00) | 27 | (3.43) | 30 | (3.60) | 28 | (4.42) | -2 |
| Italy | 39 | (2.05) | 40 | (2.30) | 40 | (2.17) | 38 | (2.39) | 38 | (2.64) | -2 |
| Japan | 22 | (2.53) | 26 | (3.43) | 22 | (2.91) | 20 | (2.67) | 18 | (2.54) | -9 |
| Russian Federation | 57 | (4.46) | 58 | (5.19) | 61 | (4.48) | 58 | (4.92) | 54 | (4.97) | -4 |
| United Kingdom | 20 | (2.47) | 18 | (2.68) | 20 | (2.74) | 19 | (2.57) | 22 | (3.28) | 4 |
| United States | 15 | (2.92) | 19 | (3.83) | 17 | (3.36) | 14 | (3.03) | 10 | (2.68) | -9 |
| Selected OECD countries | |||||||||||
| Australia | 21 | (2.55) | 26 | (3.37) | 24 | (3.08) | 19 | (2.50) | 14 | (2.07) | -12Note * |
| Denmark | 14 | (2.35) | 15 | (2.56) | 14 | (2.38) | 13 | (2.76) | 14 | (3.29) | -1 |
| Finland | 41 | (3.77) | 43 | (4.23) | 42 | (4.10) | 38 | (3.92) | 39 | (4.18) | -5 |
| Ireland | 61 | (4.47) | 64 | (5.01) | 64 | (5.05) | 60 | (4.88) | 53 | (5.79) | -11 |
| Korea | 19 | (3.53) | 19 | (4.51) | 19 | (3.74) | 18 | (3.51) | 20 | (4.25) | 1 |
| New Zealand | 24 | (2.63) | 24 | (3.30) | 24 | (2.87) | 25 | (2.86) | 24 | (3.37) | 0 |
| Norway | 38 | (3.40) | 39 | (4.12) | 38 | (3.79) | 40 | (3.58) | 36 | (3.62) | -3 |
| Sweden | 35 | (3.62) | 38 | (4.53) | 38 | (4.07) | 34 | (3.67) | 30 | (4.01) | -8 |
| Switzerland | 16 | (2.45) | 17 | (3.50) | 15 | (2.45) | 16 | (2.48) | 17 | (3.24) | 0 |
|
.. not available for a specific reference period * The difference between the percentage of students in the top and bottom quarters of the Index of Economic, Social and Cultural Status with computer or software shortage or inadequacy is statistically significant at the 95% confidence interval. The difference is statistically significant if the confidence intervals do not overlap. 1. A shortage or inadequacy of computers or software was deemed to exist when principals reported in the PISA school questionnaire that this situation was hindering instruction "to some extent" or "a lot". 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 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 school questionnaire (as reported by school principals). For more information, please see PISA 2009 Results: Students On Line Digital Technologies and Performance (Volume VI) on the OECD's Web site. Principals' perceptions of shortages are subjective and should be interpreted with caution, because cultural factors and expectations, along with pedagogical practices, may influence the degree to which principals consider shortages a problem. 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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