Gender and Digital Technology Use in Higher Education: A Case Study of Distance Learners in Tanzania

Ancyfrida Prosper
Institute of Continuing Education
The Open University of Tanzania
ORCID ID: https://orcid.org/0000-0001-7506-9238
Email: ancyfrida.prosper@out.ac.tz

Abstract: The study examined gender differences and use of digital technology in higher education among distance learners in Tanzania. It sampled 185 respondents from a population of 344 distance learners using a random sampling technique. Questionnaires were used as the primary data collection tool. Data analysis was conducted using SPSS, with both descriptive and inferential statistics employed. Tools such as percentages, mean scores, and independent t-tests were used to analyse and interpret the data. The findings revealed that information and communication technology (ICT) access and use significantly facilitates students’ academic progress. Sixty percent of respondents utilised Moodle for assignments, while 30% improved interactions with instructors and peers through online forums and discussions. A significant gender disparity (p <.000) was identified in ICT access and usage, with male students demonstrating a higher mean score (M = 5.71) compared to female students (M = 3.34) in the use of e-learning tools. Additionally, attitude emerged as a significant factor influencing ICT usage, with 98.1% of students indicating active use of ICT facilities in the ODL context. Students with positive attitudes toward ICT were more effective in utilising digital resources for learning. The study recommends targeted ICT training for both lecturers and students to enhance digital literacy. Furthermore, open and distance learning (ODL) institutions should ensure the availability of quality internet infrastructure and technical support services to improve education delivery and bridge gender disparities in the digital age.