International Journal of
Information and Education Technology

Abstract—This study examines the challenges faced by elementary school students in Kazakhstan while completing electronic assessments as part of the electronic Progress in International Reading Literacy Study (ePIRLS) in the context of digital literacy. The research focuses on the difficulties students encounter when engaging with digital materials, especially in terms of computer literacy, the ability to navigate digital texts, and the execution of technical operations on computers. The study aims to identify the primary barriers to students’ success in the ePIRLS assessment, with a particular emphasis on the relationship between digital literacy levels and performance. The research employs a mixed-methods approach, including surveys conducted with both teachers and students, to gather data on their experiences and challenges with digital tools and platforms. The results of these surveys indicate that low levels of digital literacy and a lack of experience with electronic resources significantly hinder students’ ability to effectively engage with tasks in the ePIRLS assessment. This often leads to mistakes in task completion and negatively impacts educational outcomes. The study also highlights that students’ unfamiliarity with digital tools and their limited experience with online platforms contribute to difficulties in understanding the interface of digital tests. As a result, many students struggle to interpret and interact with the materials presented in digital formats. The research emphasizes the importance of developing digital literacy skills from an early age, suggesting that schools integrate digital tools and platforms into everyday learning activities. To improve performance, it is recommended that educational institutions use specialized applications to enhance students’ computer skills and provide training on navigating digital texts and online environments. By strengthening digital literacy, students will be better prepared to engage with modern educational resources and perform effectively in digital assessments.

Keywords—Progress in International Reading Literacy Study (PIRLS), education, functional literacy, reading literacy, computer literacy, elementary grade, program

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Cite: Gulmira Nurbekova, Balaussa Orazbayeva, Akerke Dildabek, and Raushan Zhilmagambetova, "The Use of Information Technology in Preparation for International Educational Research," International Journal of Information and Education Technology, vol. 15, no. 8, pp. 1743-1751, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).