Gender differences in Teaching and Learning with Information and Communication Technologies at the Open University of Tanzania.

Tibilengwa, Ancyfrida P. (2020) Gender differences in Teaching and Learning with Information and Communication Technologies at the Open University of Tanzania. ["eprint_fieldopt_thesis_type_phd" not defined] thesis, The Open University of Tanzania.

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Abstract

This study explores gender differences in teaching and learning with information communication technologies (ICTs) in open and distance learning institutions, using the Open University of Tanzania as a case study. Framed within Cultural Capital and gender and technology theories, the study analyzed the differences between men and women’s access to, ownership of, attitude and competence in ICTs. The study adopted pragmatism paradigm and a case study research design whereby both quantitative and qualitative methods were applied sequentially. Interviews were used to collect data from10 lecturers, while questionnaire was used to collect data from 427 students pursuing various fields of study from Mwanza and Simiyu, two OUT regional centres along the Lake Zone. The findings show that, ICTs are not gender-inclusive, as there were gender difference in terms of possession access, as well as attitude and competence. In terms of lecturers, there was no difference in possessing and accessing technological facilities. However, it was ascertained that there was a slightly difference between the attitudes scores for teaching with ICTs in favour of male lecturers. On the part of students, male students were found to possess more technological facilities, had more access to ICTs as they used e-learning system more frequent than their female counterparts and were more competent in accessing materials using ICTs. In addition, there was no significant gender difference among the students on attitude towards ICTs in learning. It is recommended that, provision of ICT infrastructure and training may not lead to offsetting gender imbalance in ICTs, but other strategies, such as engendering ICTs may be necessary so that females have access to and make effective use of ICTs so as to move them from the margins to the Centre of technological innovation on the same foot with males. The implication is that, the practice of teaching and learning with ICTs is open to analysis and modification.

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