Factorial invariance across gender of a perceived ICT literacy scale

Abstract

This study used the framework of multiple-group confirmatory factor analysis (MGCFA) to test the factorial invariance (configural, measurement, and structural invariance) of a newly developed three-factor, 17-item perceived information and communication technology (ICT) literacy scale (3F-PICTLS) across gender, which includes the three subscales of information literacy (information), internet literacy (communication), and computer literacy (technology). Using a stratified random sample of 825 secondary school students (396 males) with ages ranging from 11 to 16 (mean=13.16, SD=.773), the scale showed configural and partial measurement invariance but not structural invariance across gender. These findings highlight the importance of measurement invariance as a methodological challenge for researchers who attempt to make meaningful comparisons and interpretations across gender in a variety of contexts in the scholarship of ICT in education, which is largely ignored in existing literature. From a practical standpoint, we discuss the implications for teachers to assess and promote ICT literacy for students of different genders. Taken together, this study provides new methodological and pragmatic insights into a greater understanding of the issue of gender differences in ICT literacy for researchers and practitioners.