Investigating the Current Gender Gap in ICT among Students
(A Comparative Study of Eight Countries)
Keywords:
Gender Gap, ICT, International Student Assessment
Abstract
The study of gender differences in ICT-related factors has been a core topic in education in the last several decades. Given the rapid development and infiltration of ICT, the purpose of this study is to investigate the current extent of the gender differences in seven key areas of ICT: use for entertainment, use for educational purposes, use at school, interest, perceived competence, perceived autonomy, and as a topic in social interaction. This study used data from the 2018 administration of the Programme for International Student Assessment (PISA). A total of 37,892 students from eight countries were analyzed to examine the current gender gap. The findings suggest that, overall, significant gender differences were found in six of the seven key areas of ICT, in favor of boys. In all countries under investigation, boys surpassed girls in ICT entertainment use, perceived competence, autonomy, and ICT as a topic in their social interactions.
References
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23. Imhof, M., Vollmeyer, R., & Beierlein, C. (2007). Computer use and the gender gap: The issue of access, use, motivation, and performance. Computers in Human Behavior, 23(6), 2823–2837. https://doi.org/10.1016/j.chb.2006.05.007
24. Johnson, R. D. (2011). Gender differences in E-learning: Communication, social presence, and learning outcomes. Journal of Organizational and End User Computing, 23(1), 79–94. https://doi.org/10.4018/joeuc.2011010105
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27. Kesici, S., Sahin, I., & Akturk, A. O. (2009). Analysis of cognitive learning strategies and computer attitudes, according to college students’ gender and locus of control. Computers in Human Behavior, 25(2), 529–534. https://doi.org/10.1016/j.chb.2008.11.004
28. Kim, H. S., Kil, H. J., & Shin, A. (2014). An analysis of variables affecting the ICT literacy level of Korean elementary school students. Computers and Education, 77, 29–38. https://doi.org/10.1016/j.compedu.2014.04.009
29. Kubiatko, M., & Haláková, Z. (2009). Slovak high school students’ attitudes to ICT using in biology lesson. Computers in Human Behavior, 25, 743–748. https://doi.org/10.1016/j.chb.2009.02.002
30. Li, N., & Kirkup, G. (2007). Gender and cultural differences in Internet use: A study of China and the UK. Computers and Education. https://doi.org/10.1016/j.compedu.2005.01.007
31. Mawson, B. (2010). Children’s developing understanding of technology. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-008-9062-8
32. Meelissen, M. R. M., & Drent, M. (2008). Gender differences in computer attitudes: Does the school matter? Computers in Human Behavior, 24(3), 969–985. https://doi.org/10.1016/j.chb.2007.03.001
33. Nelson, L. J., & Cooper, J. (1997). Gender differences in children’s reactions to success and failure with computers. Computers in Human Behavior, 13(2), 247–267. https://doi.org/10.1016/S0747-5632(97)00008-3
34. North, A. S., & Noyes, J. M. (2002). Gender influences on children’s computer attitudes and cognitions. Computers in Human Behavior, 18(2), 135–150. https://doi.org/10.1016/S0747-5632(01)00043-7
35. Notten, N., Peter, J., Kraaykamp, G., & Valkenburg, P. M. (2009). Research note: Digital divide across bordersa cross-national study of adolescents’ use of digital technologies. European Sociological Review, 25(5), 551–560. https://doi.org/10.1093/esr/jcn071
36. OECD. (2019). PISA 2018 Technical Report. OECD Publishing.
37. Ong, C. S., & Lai, J. Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816–829. https://doi.org/10.1016/j.chb.2004.03.006
38. Pamuk, S., & Peker, D. (2009). Turkish pre-service science and mathematics teachers’ computer related self-efficacies, attitudes, and the relationship between these variables. Computers and Education, 53(2), 454–461. https://doi.org/10.1016/j.compedu.2009.03.004
39. Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129. https://doi.org/10.1080/03057267.2014.881626
40. Price, L. (2006). Gender differences and similarities in online courses: Challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349–359. https://doi.org/10.1111/j.1365-2729.2006.00181.x
41. Sáinz, M., & Eccles, J. (2012). Self-concept of computer and math ability: Gender implications across time and within ICT studies. Journal of Vocational Behavior, 80(2), 486–499. https://doi.org/10.1016/j.jvb.2011.08.005
42. Science & Engineering Indicators. (2018). Washington, D.C. Retrieved from https://nces.ed.gov/programs/digest/d17/tables/dt17_318.30.asp?current=yes
43. Shank, D. B., & Cotten, S. R. (2014). Does technology empower urban youth? the relationship of technology use to self-efficacy. Computers and Education, 70, 184–193. https://doi.org/10.1016/j.compedu.2013.08.018
44. Siddiq, F., Gochyyev, P., & Wilson, M. (2017). Learning in Digital Networks – ICT literacy: A novel assessment of students’ 21st century skills. Computers and Education, 109, 11–37. https://doi.org/10.1016/j.compedu.2017.01.014
45. Sieverding, M., & Koch, S. C. (2009). (Self-)Evaluation of computer competence: How gender matters. Computers and Education. https://doi.org/10.1016/j.compedu.2008.11.016
46. Teo, T., Milutinović, V., & Zhou, M. (2016). Modelling Serbian pre-service teachers’ attitudes towards computer use: A SEM and MIMIC approach. Computers and Education, 94, 77–88. https://doi.org/10.1016/j.compedu.2015.10.022
47. Tondeur, J., Van Braak, J., & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology. https://doi.org/10.1111/j.1467-8535.2006.00680.x
48. Tsai, C. C., & Lin, C. C. (2004). Taiwanese adolescents’ perceptions and attitudes regarding the internet: Exploring gender differences. Adolescence, 39, 725–734.
49. U.S. Department of Education. (2010). Transforming American education : learning powered by technology : National Education Technology Plan 2010. Learning.
50. UNESCO. (2002). Information and Communication Technology in Education A Curriculum for Schools and Programme of Teacher Development. United Nations Educational, Scientific and Cultural Organisation.
51. Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers and Education, 51(3), 1392–1404. https://doi.org/10.1016/j.compedu.2008.01.003
52. Volman, M., Van Eck, E., Heemskerk, I., & Kuiper, E. (2005). New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education. Computers and Education, 45(1), 35–55. https://doi.org/10.1016/j.compedu.2004.03.001
53. Wilder, G., Mackie, D., & Cooper, J. (1985). Gender and computers: Two surveys of computer-related attitudes. Sex Roles, 13, 193–203. https://doi.org/10.1007/BF00287912
54. Witte, K., & Rogge, N. (2014). Does ICT matter for effectiveness and efficiency in mathematics education? Computers and Education, 75, 173–184. https://doi.org/10.1016/j.compedu.2014.02.012
2. Anderson, R. E. (2008). Implications of the Information and Knowledge Society for Education. In International Handbook of Information Technology in Primary and Secondary Education. Springer. https://doi.org/10.1007/978-0-387-73315-9_1
3. Ardies, J., De Maeyer, S., Gijbels, D., & van Keulen, H. (2015). Students attitudes towards technology. International Journal of Technology and Design Education, 25(1), 43–65. https://doi.org/10.1007/s10798-014-9268-x
4. Baek, S.-G., Lim, C.-I., Kim, H.-S., Yu, Y.-L., Kim, M.-R., & Lee, S.-R. (2010). Analysis of Influential Variables on Performance-based ICT literacy Level for Korean Students. In A. for the A. of C. in Education (Ed.), E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1560–1565). Orlando: World Conference on E-Learning in Corporate. Retrieved from https://www.learntechlib.org/p/35773/
5. Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers and Education, 77, 82–90. https://doi.org/10.1016/j.compedu.2014.04.013
6. Busch, T. (1995). Gender Differences in Self-Efficacy and Attitudes toward Computers. Journal of Educational Computing Research, 12(2), 147–158. https://doi.org/10.2190/h7e1-xmm7-gu9b-3hwr
7. Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers and Education, 105, 1–13. https://doi.org/10.1016/j.compedu.2016.11.003
8. Canada, K., & Brusca, F. (1991). The technological gender gap: Evidence and recommendations for educators and computer-based instruction designers. Educational Technology Research and Development, 39(2), 43–51. https://doi.org/10.1007/BF02298153
9. Catalyst. (2019). Women in Science, Technology, Engineering, and Mathematics (STEM): Quick Take. Retrieved from https://www.catalyst.org/research/women-in-science-technology-engineering-and-mathematics-stem/
10. Chen, R. S., & Tsai, C. C. (2005). Gender differences in Taiwan university students’ attitudes toward the web-based learning. In Proc. Int. Conf. on Computers in Education 2005: “Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences”- Sharing Research Results and Exemplary Innovations, ICCE (pp. 625–628). IOS Press Amsterdam. https://doi.org/10.1089/cpb.2007.9974
11. Cheung, A. C. K., & Slavin, R. E. (2013). The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms : A Meta-Analysis Educator ’ s Summary Updated April 2012. Educational Research Review, 9, 88–113.
12. Chou, C., Wu, H. C., & Chen, C. H. (2011). Re-visiting college students’ attitudes toward the Internet-based on a 6-T model: Gender and grade level difference. Computers and Education, 56(4), 939–947. https://doi.org/10.1016/j.compedu.2010.11.004
13. Colley, A., & Comber, C. (2003). Age and gender differences in computer use and attitudes among secondary school students: What has changed? Educational Research, 45(2), 155–165. https://doi.org/10.1080/0013188032000103235
14. Colley, A. M., Gale, M. T., & Harris, T. A. (1994). Effects of Gender Role Identity and Experience on Computer Attitude Components. Journal of Educational Computing Research, 10, 129–137. https://doi.org/10.2190/8na7-daey-gm8p-eun5
15. Drabowicz, T. (2014). Gender and digital usage inequality among adolescents: A comparative study of 39 countries. Computers and Education. https://doi.org/10.1016/j.compedu.2014.01.016
16. Durndell, A, Haag, Z., & Laithwaite, H. (2000). Computer self efficacy and gender: A cross cultural study of Scotland and Romania. Personality and Individual Differences, 28(6), 1037–1044. https://doi.org/10.1016/S0191-8869(99)00155-5
17. Durndell, Alan, & Haag, Z. (2002). Computer self efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in Human Behavior, 18(5), 521–535. https://doi.org/10.1016/S0747-5632(02)00006-7
18. Eurostat Database. (2018).
19. Hasan, B. (2010). Exploring gender differences in online shopping attitude. Computers in Human Behavior, 26(4), 597–601. https://doi.org/10.1016/j.chb.2009.12.012
20. Hess, R. D., & Miura, I. T. (1985). Gender differences in enrollment in computer camps and classes. Sex Roles, 13, 193–203. https://doi.org/10.1007/BF00287910
21. Hoffmann, L. (2002). Promoting girls’ interest and achievement in physics classes for beginners. Learning and Instruction. https://doi.org/10.1016/S0959-4752(01)00010-X
22. Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2013). Are gender differences in perceived and demonstrated technology literacy significant? It depends on the model. Educational Technology Research and Development, 61(4), 639–663. https://doi.org/10.1007/s11423-013-9304-7
23. Imhof, M., Vollmeyer, R., & Beierlein, C. (2007). Computer use and the gender gap: The issue of access, use, motivation, and performance. Computers in Human Behavior, 23(6), 2823–2837. https://doi.org/10.1016/j.chb.2006.05.007
24. Johnson, R. D. (2011). Gender differences in E-learning: Communication, social presence, and learning outcomes. Journal of Organizational and End User Computing, 23(1), 79–94. https://doi.org/10.4018/joeuc.2011010105
25. Jonassen, D. H. (1996). Computers in the classroom: mindtools for critical thinking. N J Prentice Hall. Upper Saddle River, NJ, USA: Prentice-Hall, Inc.
26. Kay, R. H. (2009). Examining gender differences in attitudes toward interactive classroom communications systems (ICCS). Computers and Education, 52(4), 730–740. https://doi.org/10.1016/j.compedu.2008.11.015
27. Kesici, S., Sahin, I., & Akturk, A. O. (2009). Analysis of cognitive learning strategies and computer attitudes, according to college students’ gender and locus of control. Computers in Human Behavior, 25(2), 529–534. https://doi.org/10.1016/j.chb.2008.11.004
28. Kim, H. S., Kil, H. J., & Shin, A. (2014). An analysis of variables affecting the ICT literacy level of Korean elementary school students. Computers and Education, 77, 29–38. https://doi.org/10.1016/j.compedu.2014.04.009
29. Kubiatko, M., & Haláková, Z. (2009). Slovak high school students’ attitudes to ICT using in biology lesson. Computers in Human Behavior, 25, 743–748. https://doi.org/10.1016/j.chb.2009.02.002
30. Li, N., & Kirkup, G. (2007). Gender and cultural differences in Internet use: A study of China and the UK. Computers and Education. https://doi.org/10.1016/j.compedu.2005.01.007
31. Mawson, B. (2010). Children’s developing understanding of technology. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-008-9062-8
32. Meelissen, M. R. M., & Drent, M. (2008). Gender differences in computer attitudes: Does the school matter? Computers in Human Behavior, 24(3), 969–985. https://doi.org/10.1016/j.chb.2007.03.001
33. Nelson, L. J., & Cooper, J. (1997). Gender differences in children’s reactions to success and failure with computers. Computers in Human Behavior, 13(2), 247–267. https://doi.org/10.1016/S0747-5632(97)00008-3
34. North, A. S., & Noyes, J. M. (2002). Gender influences on children’s computer attitudes and cognitions. Computers in Human Behavior, 18(2), 135–150. https://doi.org/10.1016/S0747-5632(01)00043-7
35. Notten, N., Peter, J., Kraaykamp, G., & Valkenburg, P. M. (2009). Research note: Digital divide across bordersa cross-national study of adolescents’ use of digital technologies. European Sociological Review, 25(5), 551–560. https://doi.org/10.1093/esr/jcn071
36. OECD. (2019). PISA 2018 Technical Report. OECD Publishing.
37. Ong, C. S., & Lai, J. Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816–829. https://doi.org/10.1016/j.chb.2004.03.006
38. Pamuk, S., & Peker, D. (2009). Turkish pre-service science and mathematics teachers’ computer related self-efficacies, attitudes, and the relationship between these variables. Computers and Education, 53(2), 454–461. https://doi.org/10.1016/j.compedu.2009.03.004
39. Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129. https://doi.org/10.1080/03057267.2014.881626
40. Price, L. (2006). Gender differences and similarities in online courses: Challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349–359. https://doi.org/10.1111/j.1365-2729.2006.00181.x
41. Sáinz, M., & Eccles, J. (2012). Self-concept of computer and math ability: Gender implications across time and within ICT studies. Journal of Vocational Behavior, 80(2), 486–499. https://doi.org/10.1016/j.jvb.2011.08.005
42. Science & Engineering Indicators. (2018). Washington, D.C. Retrieved from https://nces.ed.gov/programs/digest/d17/tables/dt17_318.30.asp?current=yes
43. Shank, D. B., & Cotten, S. R. (2014). Does technology empower urban youth? the relationship of technology use to self-efficacy. Computers and Education, 70, 184–193. https://doi.org/10.1016/j.compedu.2013.08.018
44. Siddiq, F., Gochyyev, P., & Wilson, M. (2017). Learning in Digital Networks – ICT literacy: A novel assessment of students’ 21st century skills. Computers and Education, 109, 11–37. https://doi.org/10.1016/j.compedu.2017.01.014
45. Sieverding, M., & Koch, S. C. (2009). (Self-)Evaluation of computer competence: How gender matters. Computers and Education. https://doi.org/10.1016/j.compedu.2008.11.016
46. Teo, T., Milutinović, V., & Zhou, M. (2016). Modelling Serbian pre-service teachers’ attitudes towards computer use: A SEM and MIMIC approach. Computers and Education, 94, 77–88. https://doi.org/10.1016/j.compedu.2015.10.022
47. Tondeur, J., Van Braak, J., & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology. https://doi.org/10.1111/j.1467-8535.2006.00680.x
48. Tsai, C. C., & Lin, C. C. (2004). Taiwanese adolescents’ perceptions and attitudes regarding the internet: Exploring gender differences. Adolescence, 39, 725–734.
49. U.S. Department of Education. (2010). Transforming American education : learning powered by technology : National Education Technology Plan 2010. Learning.
50. UNESCO. (2002). Information and Communication Technology in Education A Curriculum for Schools and Programme of Teacher Development. United Nations Educational, Scientific and Cultural Organisation.
51. Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers and Education, 51(3), 1392–1404. https://doi.org/10.1016/j.compedu.2008.01.003
52. Volman, M., Van Eck, E., Heemskerk, I., & Kuiper, E. (2005). New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education. Computers and Education, 45(1), 35–55. https://doi.org/10.1016/j.compedu.2004.03.001
53. Wilder, G., Mackie, D., & Cooper, J. (1985). Gender and computers: Two surveys of computer-related attitudes. Sex Roles, 13, 193–203. https://doi.org/10.1007/BF00287912
54. Witte, K., & Rogge, N. (2014). Does ICT matter for effectiveness and efficiency in mathematics education? Computers and Education, 75, 173–184. https://doi.org/10.1016/j.compedu.2014.02.012
Published
2023-10-11
How to Cite
Dr. Abdullah S Alshalawi. (2023). Investigating the Current Gender Gap in ICT among Students: (A Comparative Study of Eight Countries). Journal of Arts, Literature, Humanities and Social Sciences, (96), 317-332. https://doi.org/10.33193/JALHSS.96.2023.920
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