Gender dimensions of emerging technologies for learning in a University

Cogent Social Sciences

Paul Nyagorme¹  Simon-Peter Kafui Aheto²  Desire Mawuko Komla Ayite³ 

[1]College of Distance Education, University of Cape Coast, Cape Coast, Ghana

[2]Department of Distance Education, School of Continuing and Distance Education, College of Education, University of Ghana, Legon, Accra, Ghana

[3]University of Cape Coast, Cape Coast, Ghana

关键词: academic achievement;    Emerging Technologies;    gender dimensions;    learning;    students;   

DOI  :  10.1080/23311886.2022.2071389

来源: DOAJ

【 摘 要 】

The paper sought to find out whether gender influences the use of emerging technologies among higher education students at the University of Cape Coast. A data set of 357 respondents was used. It was found that more than half of the respondents were accustomed to the use of emerging technologies which translated in the improvement of their understanding of unclear concepts in their learning. However, the study showed no statistically significant difference in students’ academic performance and their use of emerging technologies. The respondents indicated that they learn best when emerging technologies are available during the learning period (p = 0.017). Further, there was improvement in performance when respondents use emerging technologies to enhance learning. This study concludes that one should be circumspect when using emerging technologies in learning as they can contribute positively and negatively depending on the nature of usage.

【 授权许可】

Unknown