Gender dimensions of emerging technologies for learning in a University

Abstract

The paper sought to find out whether gender influences the use of emer ging technologies among higher education students at the University of Cape Coast. A data set of 357 respondents was used. It was found that more than half of the respondents were accustomed to the use of emerging technologies which translated in the improvement of their understanding of unclear concepts in their learning. However, the study showed no statistically significant difference in students’ aca demic performance and their use of emerging technologies. The respondents indi cated that they learn best when emerging technologies are available during the learning period (p = 0.017). Further, there was improvement in performance when respondents use emerging technologies to enhance learning. This study concludes that one should be circumspect when using emerging technologies in learning as they can contribute positively and negatively depending on the nature of usage.