Revisiting Gendered ICT Attitude and Self-Efficacy: A Study of Technical University Students in Ghana

Abstract

The existence of gender differences in the use of information and communication technology (ICT) impedes the attainment of gender equality and female empowerment. It is therefore essential to provide up-to-date knowledge on the gender ICT divide given that insight into ICT use by gender is often limited and not regularly updated, particularly for low- and lower-middle-income countries. Consequently, this study investigated gender differences in ICT usage, self-efficacy, attitude, and anxiety among technical university students in Ghana. The study is based on primary data conveniently collected from 409 students in a 3-year Higher National Diploma awarding technical university in Ghana using a self-administered questionnaire. Data were analyzed using descriptive statistics, Mann–Whitney U tests, and ordered logistic regression. Male students, compared to their female peers, reported frequent use of ICT, have a more confident and positive attitude, and are less anxious about the use of computers and their related applications. Access to computers and students’ level of study were related to attitude and perceived ICT self-efficacy. Policymakers and administrators of higher education institutions should implement interventions to improve female self-confidence and the use of computers and their applications.

Predicting Teacher’s Information and Communication Technology-Enabled Education for Sustainability Self-Efficacy

“…Among other things, ICT-oriented self-efficacy should be designed in ways to facilitate the process of changing the current transmissive teaching and learning paradigm to one that integrates transformative teaching and learning beliefs. In this respect, research indicates that teachers' ICT self-efficacy depends on several factors, such as the teachers' age and gender [41], technology-related attitudes [42,43], and teachers' computer experience [44], as well as school support [45,46]. Similarly, preservice teachers with higher levels of technology self-efficacy are found to be more confident about integrating technology in their future classrooms, and that could positively impact both the intention and the pedagogical use of ICTs [47].…”