| Summary: | 博士 === 國立臺中教育大學 === 教育學系 === 101 === This study used the results of PISA2003, 2006 and 2009 as main research subject and used networked readiness index (NRI) as explain variable of national level and used time of ICT as explain variable of student level to analyze their affection to the literacy of mathematic, reading and science under hierarchical multivariate linear model (HMLM). The results of this study was showed below:
1.Except science literacy of PISA2003 was the widest distribution, reading literacy of PISA2006 and 2009 were the widest distribution. It showed that high average score nation and low average score nation of reading literacy were obiviously different. Futhermore, no matter PISA2003, 2006 or 2009, mathematic literacy and science literacy had highly correlation.
2.Except student’s used time of ICT couldn’t significantly affect the literacy of mathematic, reading and science in PISA2003, student’s used time of ICT could significantly “negative” affect the literacy of mathematic, reading and science in PISA2006 and PISA2009.
3.Except nation’s networked readiness index couldn’t significantly affect the literacy of mathematic, reading and science in PISA2003, nation’s networked readiness index could significantly “positive” affect the literacy of mathematic, reading and science in PISA2006 and PISA2009.
4.Except nation’s networked readiness index could significantly “positive” conditioning the affection of student’s used time of ICT to the literacy of mathematic, reading and science in PISA2003, nation’s networked readiness index could significantly “negative” conditioning the affection of student’s used time of ICT to the literacy of mathematic, reading and science in PISA2006 and PISA2009.
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