A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements

Abstract

This study utilized data from the 2016 Progress in International Reading Literacy Study to examine the effect of tablet usage in schools on reading achievements of children. It further addressed the gender gap in achievements by exploring whether gender moderates the relationship between tablet use and achievements. The sample consisted of 2989 fourth grade students from Dutch primary schools. A multilevel model was conducted in which both student- and school-level predictors were included. Contrary to the positive effect of tablet use on reading achievements found by most previous studies, the findings suggested no relationship between tablet use and achievements. There was also no evidence found that gender moderates this relationship. Results are critically discussed from a methodological and theoretical perspective, and recommendations for future research are being made.