In 2012, a representative sample of Macao-China's 15-year-old students participated in the Programme for International Student Assessment (PISA) 2012 Study, hosted by the Organization for Economic and Cooperation Development (OECD). Data on the problem-solving dispositions and ICT use variables affecting digital problem-solving performance were collected by digital tests and questionnaires. Because of their statistically significant correlations with digital problem-solving performance, the two problem-solving dispositions (i.e. Perseverance in problem-solving, Openness to problem-solving) and one ICT use variable (i.e. Information and communication technology use at home for school-related tasks) have been envisaged by researchers who conducted this international survey at Macao-PISA Centre as quality education indicators having potential to bring about higher level of digital problem-solving performance of all students including the low-achievers. Using quantile regression, this study seeks to examine the effect sizes of these three variables at the low-end of the digital problem-solving proficiency continuum. The findings have implications for teachers to devise intervention studies regarding raising digital problem-solving competence of Macao-China's low-achievers.