ePIRLS 2016 : South African Highlights Report

Abstract

The difference between reading on-line and reading on paper for Grade 5 learners in Gauteng was explored in a multiple case study when South Africa participated in ePIRLS 2016. The Progress in International Reading Literacy Study (PIRLS) introduced a simulated on-line reading assessment to their 2016 cycle. Due to various challenges of sampling and implementation, the study is classified as a multiple case study. The study revealed some of the problems South Africa faces in terms of Information and Communications Technology (ICT) capacity in primary schools as well as conducting research using computer-based assessments. Due to schools lacking ICT infrastructure as well as inaccurate information regarding ICT capacity in schools, it was not possible to draw a random sample in Gauteng. Schools from disadvantaged backgrounds, especially African language schools, was found to be the most likely to lack ICT capacity. The study revealed that there was no significant difference between reading on-line when compared to paper-based. But learners who had more access to ICT resources were likely to read well both on-paper and on-line but this may be due to other socio-economic factors.