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

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.