South-western Nigerian University Students’ Gender Use of Mobile Technologies for Learning

Abstract

Gender’s potential impact on the uptake of mobile learning technologies was investigated. The study sought to examine the influence of gender on attitudes and intentions toward adopting mobile technology for learning, as well as perceived utility, usability, and usefulness. The survey method was used for the investigation. A total of 1,214 respondents were chosen on purpose from 18 universities in the south-west of Nigeria, including six Federal, six State, and six Private Universities. The data were gathered using researchers’ designed questionnaire. The instrument’s dependability was determined using Cronbach Alpha to be 0.86. The first through fourth hypotheses were put to the t-test. The study’s findings showed that there was no difference between undergraduates of both sexes in terms of their attitudes (t (1, 1212) = 0.76, p = 0.45), usefulness (t (1, 1212) = 0.32, p = 0.75), perceived ease of use (t (1, 1212) = 0.86, p = 0.39) and their intention (t (1, 1212) = 0.06, p= 0.96) toward using mobile technologies for learning. The study’s conclusions show that none of the criteria (perceived usefulness, perceived ease of use, attitude, and intention) differed by gender. It follows that mobile technologies may have a significant impact on how students learn in Nigerian Universities. The study consequently advised against taking gender imbalance into account when implementing mobile-based learning in Nigeria.