Digital gender gap in university education in Spain. Study of a case for paired samples

Abstract

This article presents a research with the aim of analyzing the use of Information and Communication Technologies (ICT) to promote the empowerment, entrepreneurship, and leadership of women in today's society. We examine the digital gender gap in undergraduate studies in Spain by branch of education and its relationship with the rate of affiliation to the Social Security of graduates of Degree and Cycle after one, two and three years from the completion of their university studies. It is completed with a case study for samples paired with a quasi-experimental method, to determine if the alternative hypothesis of gender inequality in the means of grades, as an assessment of academic performance, could be accepted between two orientations of the subject taught. The results showed, in the experimental group, a higher motivation and in learning higher scores, compared to the control group, not finding statistically significant gender differences in academic performance. As a conclusion, we propose the transformation of teaching-learning methodologies for greater student involvement and more meaningful and relevant learning that contributes to the disappearance of the digital gender gap and empowers women.