The Effects of Gender on the Attitudes towards the Computer Assisted Instruction: A Meta-analysis

Abstract

The idea that gender factor creates a difference on computer usage and computer-assisted instruction is based upon previous years. At that time, it was thought that some areas like engineering, science and mathematics were for males so it created a difference on the computer usage. Nevertheless, developing technology and females becoming more active in information era alter this imbalance. About analyzing this kind of studies, significant differences exist on behalf of males in some studies, while significant differences exist on behalf of females in some studies, and there is no significant difference in terms of genders in other studies. While gender variable has been dealt as sub-variable in studies conducted with teachers in terms of learning/teaching activities, the number of meta-analyses investigating related teaching method according to gender is limited. In this study, meta-analysis method which gathers the results of different studies on the same specific topic and analyzing these findings statistically, is used. Comprehensive Meta Analysis (CMA) Statistic Program was used for statistical analysis. The data was analyzed by using the method of study effect meta-analysis. Gender factor is a crucial variable for learning and teaching activities. However, with this research, it becomes obvious that it is not such an important factor that can create a huge difference. Publication type, sample type and geographical region are determined as moderator variables with the thought that they can create a difference. Any difference cannot be identified according to publication and sample type at the end of the research.

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study

“…One might expect that a native language other than Norwegian would influence and perhaps have a negative effect on the perception of the communication learning outcome [ 4 ], but this was not the case in the present study. Other studies demonstrate that men have a more positive attitude towards digital tools than is the case with women [ 33 , 34 ], while another study indicates little difference in gender attitudes [ 35 ]. The present study reveals no significant gender differences.…”

Reflecting on Best Practices for Online Learning in a Post-COVID-19 World

“…We will report our findings from this literature-supported reflective inquiry in three parts: background, research, and application. Ideally, this can serve to not only help students, instructors, and administrators understand current research but also facilitate the development of best practices for teaching online classes (Cam et al, 2016;Watson et al, 2017). This information inform how universities support teachers when they transition from synchronous to asynchronous courses in short periods of time (Kaden, 2020;Means & Neisler, 2021).…”

“…Online programs provide equivalent opportunities to traditional in-person learning for all students regardless of age, gender, social status, etc. (Cam et al, 2016;Hall et al, 2020;Kara et al, 2019). In fact, Yarbrough (2018) found evidence that many older adult learners become more comfortable with online courses to avoid negative perceptions from younger adult classmates more familiar with the course material.…”

“…Younger students are also showing preference towards classes that are more computer based rather than traditional delivery (McClannon et al, 2018;Ornalles, 2019). However, many schools question the equality of expectations and standards the online courses and programs can offer compared to those of traditional residential courses and programs (Cam et al, 2016;Cramp et al, 2019;Ilgaz, 2019). Maintaining the same outcomes is essential.…”

OLJ December 2021 25(4)

“…We will report our findings from this literature-supported reflective inquiry in three parts: background, research, and application. Ideally, this can serve to not only help students, instructors, and administrators understand current research but also facilitate the development of best practices for teaching online classes (Cam et al, 2016;. This information inform how universities support teachers when they transition from synchronous to asynchronous courses in short periods of time (Kaden, 2020;.…”