Analysis of Gender Differences in Self-Efficacy and Attitudes Toward Computers - Research Paper Example

 Analysis & Critique Guide Question 1: Problem under Investigation The research problem borrows heavily from a traditional mindset that the male are more confident, efficient and less anxious in using computers and have prowess skills, unlike women. The research study seeks to address the effect of gender difference on the computer use. The research problem is informed by a systematic analysis of trend showing a significant difference in male and female perception on the use and attitude difference that has been observed over many years. Evidently, the researcher is interested to study attitude and perception of computer efficacy among both male and female. Question 2: Background Information of the Research the researcher uses various previous studies have shown that female students have lower efficacy on math-related courses while male students have higher efficacy in mathematics and computer studies. Cover & Owen 1989 forms the basis of the study; they identify that the efficacy was higher in male than female when it came to computer use at advance level. Besides, Bandura extensive research on self-efficacy influence on personal choices. He notes that self-efficacy is a critical tool in making choices either to adopt a new concept or practice or not. In addition, task accomplishment is noted as the most important attribute that motivates the adoption of a new concept into practice. As one of the critical cornerstone studies show that female students feeling of inadequacy is a negative factor that has slowed down pursue of computer studies at higher institutions. Question 3: Evidence of the Study In order to prove the thesis that female have lower computer efficacy than male, he uses various prior researches. One of the cornerstone studies is Bandera’s self-efficacy study that showed that male have higher self-efficacy in trying new things, unlike women. A study by Raub 1981 identified that there was a gender difference in attitude on computers (Busch 1995). He identified gender as an important predictor in computer anxiety that influence low enrolment by female student. Chen 1986 cements the assumption by noting that men showed more positive attitude towards computer studies unlike women (Busch 1995). It is a new study area that remains largely unknown, and the study will enrich scholars and education stakeholders. In addition, a wide literature search identified several studies that have similar assertion. Notably, Murphy, Coover and Owen 1989 literature identified that the female students showed lower efficacy and subsequently a substantial negative attitude towards computer studies, mathematics and allied courses. Evidently, they have low enrolment in computer studies and mathematics classes showing a negative relationship. Question 4: Stated and Implied Research Questions 1. What is the relationship between gender and computer efficacy? 2. What is the difference in computer use attitude between female and male users? 3. Is there any difference in career choice along computer and mathematics courses between male and female? 4. What is the difference in confidence and anxiety levels in computer use between male and female? There is evidence that the question try to address the above questions. Firstly, the literature analysis identifies that there is a marked difference in computer efficacy and attitude. The two variables form the extensive body of literature under investigation. Besides, the literature identifies attitude, efficacy and career choices of male and female students. In addition, the literature identifies computer anxiety difference among male and female students. Question 5: Stated or Implied Hypotheses Question 1 Hypothesis: The hypothesis implied is that the female have a lower computer efficacy as compared to male counterparts. The works of Bandura and Raub identify that women have a lower self-confidence and low self-efficacy in computers than male. Question 2 Hypothesis: Male students have a positive attitude towards computer studies than their female counterparts. Loyd and Gressard also make a similar assumption that female have a striking lower efficacy in computer literacy. Question 3 Hypothesis: Male are likely to pursue computer studies at an advanced level than female students. Question 4 Hypothesis: Men have more confidence and less anxiety in computer use than women As implied hypotheses have been informed by the literature review that shows a directional approach in every research question. In addition, the perception and socio-cultural interpretation of gender are likely to present female to have lower efficacy and attitude towards computer use. Question 6: Null Hypothesis of Research Questions Question 1 null hypothesis: There is no effect on the computer efficacy among females. It is a null hypothesis that serves to provoke interest to more studies. Question 2 null hypothesis: There is no difference in attitude towards computer between male and female students. It opposes the initial research hypotheses. Question3 null hypothesis: There is no relationship between male and female in computer career choices made by students. Question 4 null hypothesis: There is no difference in confidence in computer use between male and female users. Question 7: variables of the Study The dependent variables being investigated by the study include efficacy on computer use, attitude of computers difference between male and female and confidence levels. The study utilizes Computer Attitude Scale (CAS) developed by Gressard and Loyd (Busch 1995). Question 1 identifies computer efficacy as a dependent variable and male and female as independent variable Question 2 Variables, Second question identifies difference in computer attitude between male and female students. Attitude is important dependent variable in this question. Question 3 Variables, when assessing male and female career choices, the dependent variables in question is both attitude and anxiety. Question 4 Variables, the fourth question identifies computer confidence as a dependent variable. Independent variables are mainly male and female. Independent variable There is consistent across the study, based on this male and female provides a consistent comparative analysis across the study. Question 8: Types of Variables The number of students that participated in Norwegian studies that participated in the study identified two category of variables. Notably, the 80 women and 67 men that participated during the study are quantitative variables because they are measured in numbers. However, the dependent variables that include attitude, confidence and efficacy cannot be put in numerical values and as such innovative scales such as Computer Attitude Scale (CAS) are used. They are qualitative variables that have been put into quantitative form. Computer attitude, efficacy and confidence are qualitative variable because descriptive words are used to quantify them (Busch 1995). Question 9: Is it quantitative or Qualitative study? The study is a typical quantitative research because of two primary reasons. Firstly, the study identifies study participants and carries out numerical classification based on the dependent variables. Secondly, the findings are put into a numerical table that makes it possible to draw tables and graphs. References Busch, T. (1995). Gender Differences in Self-Efficacy and Attitudes Toward Computers. Journal of Educational Computing Research, 12(2), 147-158. Read More