Gender Differences in Acceptability and Usability of Computer Based Learning Package in Electrical and Electronics Technology in Nigeria

Bamidele Michael Efuwape^1, and Ayotola Aremu²

¹Department of Vocational and Technical Education, Tai Solarin University of Education, Ijebu-Ode, Nigeria

²Department of Teacher Education, University of Ibadan, Ibadan, Nigeria

Cite this paper:
Bamidele Michael Efuwape and Ayotola Aremu. Gender Differences in Acceptability and Usability of Computer Based Learning Package in Electrical and Electronics Technology in Nigeria. American Journal of Educational Research. 2013; 1(10):419-424. doi: 10.12691/education-1-10-2

Abstract

Gender differences are one aspect of the overall cultural differences that exist between human beings. National/ethnic and gender differences constitute the socio-cultural factors that influence perceptions and behaviors. Gender differences found across a wide variety of disciplines apply equally well to emerging computer-based technologies. One of the new technological systems is the computer described as a device for the most effective communication and individual education. The success of technology-based instruction usage for learning is primarily due to its potential to integrate various types of media but gender inequality in learners’ perception of, attitude towards, and intention to use technology, belief, view, motives and motivation, and behavioural intention has created disparity in their acceptance and use of this new technologies. Therefore, this study investigates gender differences in acceptability and usability of a computer learning package for teaching thermionic emission in electrical and electronics technology. This study adopts a Causal comparative research design with the design and development of the learning package. 80 students in 200 Level and ND1 (First Year Students of National Diploma) of the department of Electrical and Electronics engineering and Technology in a University and Polytechnic in Ogun State formed the respondents for the study. 40 students are randomly selected from each school with the total number of 18 females and 62 males. The developed package and 43 questionnaire items were used as data collection tools. The designed and developed package was presented to each student for interaction and later the structured questionnaire (Cronbach alpha = 0.89) was administered to the respondents for data collection. Two research questions were raised and two hypotheses were tested in the study. Data collected were analysed using T-test at 0.05 level of significance. The research findings revealed a non significant gender difference in both acceptability and usability of the FOSS-based package (df = 78; t = 1.620; P > 0.05 and df = 78; t = 0.668; P > 0.05 respectively). Based on the findings, it is concluded that there most likely will not be gender differences in the achievement of males and females using this computer based package. Consequently reducing the gender gap in science and technology.

Keywords:
gender FOSS computer based learning (CBL) science and technology education (STE) ICTs

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