SciELO - Scientific Electronic Library Online

 
vol.13 issue5Cognitive dimensions in the evaluation processes of pedagogy degreesValidation of didactic learning tool for the design of a binary mixing distillation tower by McCabe-Thiele author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google

Share


Formación universitaria

On-line version ISSN 0718-5006

Abstract

PALOMARES-RUIZ, Ascensión; CEBRIAN, Antonio  and  LOPEZ-PINA, José A.. E-gender equality and academic performance in virtual learning environments: an inter-subject study. Form. Univ. [online]. 2020, vol.13, n.5, pp.137-146. ISSN 0718-5006.  http://dx.doi.org/10.4067/S0718-50062020000500137.

The objective of this research study was to examine whether there were significant statistical differences in academic performance between genders in second year primary education master's degree students from the Faculty of Education of Albacete at the University of Castilla La Mancha (Spain). Gender differences were assessed on the same subject taught in two manners: 1) by using a traditional methodology based exclusively on the tools provided by virtual campus tools and 2) by using virtual campus tools along with other Web 2.0 ICT tools such as Padlet and Socrative. This study used a quasi-experimental method with a non-equivalent control group. The results showed that there were statistically significant differences between genders. It is concluded that the results were in agreement with the data provided by the Spanish National Statistics Institute that confirms a digital gender gap that is related to the low enrollment of women in technical careers.

Keywords : e-gender equality; digital gender gap; e-inclusion; virtual learning environments (VLE); ICT mediated learning.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )