20.500.12556/DiRROS-22862 An analysis of PIRLS 2021 mode effects differences in reading achievement related to the assessment mode for PIRLS 2021 in Croatia and Slovenia This 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. education reading literacy PIRLS 2001 reading achievement assessment mode digital self-efficacy Croatia Slovenia vzgoja in izobraževanje bralna pismenost PIRLS 2001 način ocenjevanja bralni dosežki razlike digitalna samozavest Hrvaška Slovenija true false false Angleški jezik Slovenski jezik Neznano 2025-07-07 10:29:42 2025-07-07 10:29:43 2025-10-24 03:52:21 0000-00-00 00:00:00 2025 0 0 Nasl. z nasl. zaslona; Opis vira z dne 13. 6. 2025; Str. 197-223 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.016"2001" 10.1007/978-3-031-88002-5_9 239298051 239291395 https://link.springer.com/chapter/10.1007/978-3-031-88002-5_9 1 89561265-5b0c-11f0-8080-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=33266 Klemenčič_Mirazchiyski_Perovič.pdf Klemenčič_Mirazchiyski_Perovič.pdf 1 28AF5694434D6DA87DE411EF6CBBD31F c51d5c8a48d3d5fe8fedbfaaa993194f76c1ffbed4dc49e5fcffb037654ce25a a307f539-5b0c-11f0-8080-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=33267 Pedagoški inštitut 0 0 0