An analysis of PIRLS 2021 mode effectsKlemenčič Mirazchiyski, Eva (Avtor) Mirazchiyski, Plamen (Avtor) Perović, Ines (Avtor) educationreading literacyPIRLS 2001reading achievementassessment modedigital self-efficacyCroatiaSloveniaThis chapter analyzes the differences in reading achievements related to different assessment modes (digital and paper) among students in Croatia and Slovenia using IEA’s Progress in International Reading Literacy Study (PIRLS) 2021 data. It focuses on the relationship various ICT-related variables may have with the reading achievement by the mode of administration. The findings revealed no significant differences in average reading scores between the two modes, with both education systems showing similar outcomes. Although differences in achievement between the two modes could not be detected, nuances emerged regarding the association between ICT variables and reading achievement. Notably, ownership and the sharing of digital devices like smartphones indicated contrasting impacts for each country, suggesting country-specific digital divides. Additionally, while certain ICT resources seemed to marginally benefit reading scores, the general lack of significant disparities between digital and paper assessments highlights the complex interplay of factors influencing educational outcomes. Digital self-efficacy is related to reading achievement only in Slovenia. The study outlined in this chapter calls for nuanced understanding and policy interventions considering these subtle yet crucial differences.20252025-07-07 10:29:42Neznano22862UDK: 37.016"2001"DOI: 10.1007/978-3-031-88002-5_9COBISS_ID: 239298051OceCobissID: 239291395sl