By fitting the proportional odds model for computers usage frequency at home, we obtain the following odds ratio:

These odds ratios can be interpreted as followed:

• An increase in 1 computer at home increases the odds of the student using computers at home more frequentlyby 1.8 times.
• Students with Internet connection at home are 50.8 times more likely to use computers at home than students without.
• Students with 1 more course requires computer for at least one assignment are 1.2 times more likely to use computers at home
• Students who consider IT important for future career 1-degree more are 1.4 times more likely to use computers at home
• Male students are 25.5% less

Overall, physical factors such as number of computers at home and home Internet connection, as well as schooling and awareness factors determine the computer usage frequency at home of American students.

The oddsratios for frequency of computer usage at school can be interpreted similarly.

• Students who graduate one year later have a 41% lower odds of using computers at school more frequently
• Males are 1.8 times more likely to use computers at school than females
• Students with 1 more course requires computer for at least one assignment are 1.4 times more likely to use computers at school
• Students who consider IT important for future career 1-degree more are 1.7 times more likely to use computers at school
• Students who can access computers at school 1-degree more easily are 1.3 times more likely to use computers at school

Similar to the home-access results, computers usage frequency at Pinkerton Academy is affected by both physical access as well as awareness factors.

VN resultsBy fitting the proportional odds model for computers usage frequency at home, we obtain the following odds ratio:

These odds ratios can be interpreted similar to the American results.

• An increase in 1 computer at home increases the odds of the student using computers at home by 10.1 times.
• Students with Internet connection at home are 3.2 times more likely to use computers at home than students without.
• Students with 1 more course requires computer for at least one assignment are 1.5 times more likely to use computers at home

Compared to the American results, number of computers at home plays a much more important role in home computer usage frequency, while home Internet connection plays a lesser role. In contrast to the American results, awareness does not appear to be a significant factor that affects the computers usage frequency at home. This is expected as 100% Vietnamese students think that computers are important for their future career.

In contrast to the American results, awareness does not appear to be a significant factor that affects the computers usage frequency at home. This is expected as 100% Vietnamese students think that computers are important for their future career.

Below are the ratios for computers usage frequency at school:

These odds ratios can be interpreted as followed:

• Students who graduate one year later are 25 times more likely to use computers at school more frequently
• Students who use increase their frequency of computer usage outside school are 46% more likely to use computers at school less often than before

Students graduating in 2008 are more likely to use computers than those graduating in 2006. This can be explained partly by the fact that computer studies is a compulsory subject for 2008 students only. Also, 2006 students are preparing for the university entrance examination in July, and only a small portion of universities chose computer studies as one of the three exam subjects. This is further shown by the high correlation between accessibility to computers at school and year of graduation. (Pearson's correlation coefficient: r = 0.62). This also indicates that students at Kim Lien High School do not often use computers outside of computer studies classes.

The significance of the outside-school computer access factor indicates that students seem to prefer using computers outside than using computers at school.

All Vietnamese students think that computers are important for their future career. Therefore, awareness cannot help to explain the difference in computer usage frequency between the students.

Ability to access to computers at school does not appear as a significant factor since it has a high correlation with year of graduation.

The odds ratios above showed that girls tend to use computers at home more frequently than boys, while boys tend to use computers at school more frequently than girls. However, the overall use difference between boys and girls is not significant at the 95% level chi-square test of independence: x² = 7.69, p = 0.053. There is no significant gender inequality in computer usage frequency in both schools.