An analysis of gender effects on web-based instruction in central California.
Written in 2004; 1,470 words; 13 sources; MLA; $ 48.95
Paper Summary:
This paper seeks to determine whether there are significant differences in acceptance and use of computer and web-based instruction by male and female students generally, and in central California in particular. The paper claims that it is likely that availability of computers and extra-curricular experience with computers has an effect on the male-female dichotomy. In addition, the paper examines research that has found that contrary to expectations, higher educational level predicts not greater acceptance and use of computers, but less. The paper explains that while research to date has not explained this anomaly, it may be assumed that those who have attained higher levels of education are older and therefore were less likely to be introduced to computing as simply a fact of life.
Outline
Introduction
Literature Review
Purpose
Methodology
Results
Discussion and Conclusion
References
From the Paper:
"It is reasonable to believe that the bulk of literature in the field would mirror the findings of this cross-section. Generally, it is possible to conclude that gender does have a significant affect on acceptance and use of web-based instruction. Societal expectations may be one way to explain the lower anxiety and greater interest levels of males. Although none of the research specifically addressed it, it is probably safe to conclude that males probably are offered more opportunities outside of school to become comfortable with computers, though computer games if nothing else. In less developed nations, societal expectations probably advance even more stringently that computers are more appropriate for males than for females; this could help explain the differences in computer acceptance and use in those populations."
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