A Comparative Analysis of the Relationship Between ICT Resources and Students’ Reading Performance: Evidence from China, Japan and Singapore

Abstract

ICT resources served as important prerequisites for students’ ICT-related academic performance. By using the PISA 2018 data across Hong Kong, Macao, Chinese Taipei, Singapore, and Japan, this study examined the association between the availability of ICT resources and students’ digital reading performance. The results showed that ICT available at home was negatively associated with digital reading performance, with this relationship relatively stronger in Macao. There was no significant correlation between ICT available at school and digital reading performance. However, general ICT resources were associated with increased digital reading performance, whereas ICT as a topic in social interaction was associated with decreased digital reading performance. These two associations were stronger in Singapore. The findings of this study might inspire educational administration to attach more importance to ICT resources construction.