Influence of students’ perceptions of instruction quality on their digital reading performance in 29 OECD countries: A multilevel analysis

Abstract

Students' perceptions of instruction quality have long been considered a core element of the effectiveness of education. In particular, perceived high-quality instruction in classrooms might motivate students to gain better digital reading performance, which helps them become well-prepared in the era of information and communication technology (ICT). Thus, this study investigated the correlation between students' perceptions of instruction quality features and their digital reading performance from the aspects of perceived instructional approaches, classroom management, and supportive climate. Data on 223,807 15-year-old students in 29 Organization for Economic Co-operation and Development (OECD) countries were extracted from the latest Programme for International Student Assessment (PISA) 2018 database and the study adopted three-level hierarchical linear modeling (HLM). The findings demonstrated the positive influence of students' perceived adaptation of instruction, stimulation of reading engagement, disciplinary climate, teacher interest, and teacher support. However, students’ perceived teacher-directed instruction, reading skills exercises, teaching of digital skills, language instruction time, and teacher feedback were unexpectedly negatively correlated with their digital reading performance. Finally, the study concludes by discussing its implications for improving reading instruction quality.