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International Journal of Education and Development using Information and Communication Technology
(IJEDICT), 2009, Vol. 5, Issue 3, pp. x-x (Actual page numberes to be added later)
Gender, subject and degree differences in university students’ access, use
and attitudes toward information and communication technology (ICT)
Khalid Mahmood
University of the Punjab, Lahore, Pakistan
ABSTRACT
This study reports the findings of a questionnaire survey conducted to see the gender, subject
and degree differences in access, use and attitudes toward information and communication
technology (ICT) of 625 students of the University of the Punjab, Lahore, Pakistan.
INTRODUCTION
Information and communication technology (ICT) has brought about a revolution in every walk of
today’s life. Particularly it has become an integral part of education and its impact on teaching
and learning is widely accepted. In Pakistan, although the economy is still largely based on low-
tech, low-value industries, but there is an awareness in government quarters of the importance of
ICT in the country’s development. After announcing an ‘Information Technology Policy’ in 2000
the public sector has initiated many projects to train manpower in the use of ICT. Educational
institutions are being funded to provide with ICT equipment and Internet connectivity. The Higher
Education Commission (HEC) has subscribed for all universities access to digital libraries with
thousands full text journals and books. The HEC’s PERN project (Pakistan Educational Research
Network) is working to link all universities in the country.
Established in 1882 at Lahore, the University of the Punjab is the largest and oldest seat of higher
learning in Pakistan. It has above 26,000 on campus students. There are above 5000 computers
with Internet access available to university faculty and students in 64 departments. An Internet
Lab with 100 terminals is also set up in the Central Library. The Internet bandwidth of 9MB is the
highest in any university in Pakistan.
This study reports the results of a survey conducted to explore the gender, subject (academic
discipline) and degree (graduate vs. undergraduate) differences in access, use and attitudes
toward information and communication technology (ICT) of the students of the University of the
Punjab.
LITERATURE REVIEW
After 2000 the widespread use of ICT among students was seen throughout the world. The low
price of computers and Internet connectivity brought this technology not only to university
campuses but also to the homes of students. Even middle class university students in developing
countries now own computers. ICT use by students has expanded to Internet, e-mail, chat,
programming, graphics, spreadsheet, online shopping, online literature searching, and other
educational materials. Students’ gender, age and year of study have no significant effect on their
computer use and attitudes. One worth mentioning finding of recent literature is that the students
mostly use ICT for general purpose, i.e., communication, word processing, entertainment, etc.
rather than educational purpose. Even students of professional subjects do not use ICT
2 IJEDICT
excessively for accessing educational materials. Findings of some recent studies on students’
ICT use and attitudes are presented here.
Staehr, Martin and Byrne (2001) surveyed the attitudes to computers, and the perceptions of a
computing career, of students enrolled in an introductory computing course at La Trobe
University, Australia. Previous programming experience had a positive effect on computer
confidence, and ownership of a home computer had a positive effect on computer anxiety and
computer confidence. There was a gender difference in computer attitudes and perception of a
computing career, with females scoring significantly lower than males on all measures.
Lau and Au (2002) asked tertiary students in Hog Kong to state what they used the home
computer for. The respondents said they used computer for doing homework (89%). The other
major purposes for using the computer at home were “using e-mail/ newsgroup/ sending e-cards”
(83%), “surfing World-Wide Web” (79.4%), “typing/word processing” (77%) and “using ICQ/Chat
room” (66.5%), downloading software/music/photos (50%). Less than 10% of respondents used
the Internet for shopping and buying.
Mattheos et al. (2002) surveyed 590 students of 16 European dental schools from 9 countries.
The results suggest that 60% of students use computers for their education, while 72% have
access to the Internet. Students in Northern and Western Europe seem to rely mostly on
university facilities to access the Internet. The same, however, is not true for students in Greece
and Spain, who appear to depend on home computers. Less than half the students have been
exposed to some form of computer literacy education in their universities, with the great majority
acquiring their competence in other ways.
Naqvi et al. (2002) surveyed computer use amongst undergraduate medical students at the Aga
Khan University, Karachi. They found that students were using computers more for word
processing, data analysis, presentations and emails. The entry-level students were conducting
electronic literature searches more frequently than the outgoing classes.
Seyal, Rahim and Rahman (2002) studied computer attitudes of 268 non-computing students in
three technical colleges in Brunei Darussalam. The findings show that computer experience and
educational qualification are associated with students' computer attitudes. In contrast, variables
such as gender, age, ownership of a personal computer, geographical location of institution, and
prior computer training appeared to have no impact on computer attitudes.
Havelka (2003) compared beliefs and attitudes about information technology between
management information systems (MIS) majors and other business students at Miami University,
Ohio. Although both groups held predominantly positive beliefs toward information technology,
the specific beliefs that they held were different and those that were common had different levels
of importance to the groups.
Ogur et al. (2004) surveyed students’ use of computer and Internet at a Turkish military medical
school. The reasons for students to use computers included hooking up to the Internet (91.9%),
listening to music (70.5%) and watching videos (69.6%). The most common use of the Internet
was e-mail communication (81.6%).
In a survey of 1159 medical students in Denmark, Dorup (2004) found that 71.7% respondents
had access to a computer at home. Approximately 90% of students used e-mail regularly, 80%
used the Internet regularly, and 60% had access to the Internet from home. Significantly more
males than females had access to a computer at home, and males had a more positive attitude
towards the use of computers in their medical studies.
Differences in university students’ access, use and attitudes toward ICT 3
Mizrachi and Shoham (2004) studied Israeli B.Ed students’ computer attitudes. The most
common computer use was word processing, followed by games, spreadsheet, Internet and
programming. No significant differences were found in gender, age and year of study groups in
regard to computer attitudes. However, more computer use leads to more positive computer
attitudes.
Laouenan et al. (2006) studied 548 students of health schools in France. The majority was
familiar with ICT for health education, 72.3% had a personal computer, 91.6% used the Internet,
and 78.8% had an e-mail address.
Uribe and Marino (2006) surveyed 162 students at the School of Dentistry, University of
Valparaiso, Chile to describe their use of ICT. All participants had access to a computer, and
96.4% used the Internet. Most students had home Internet connections (73.4%). The most
commonly used Internet sites on at least a weekly basis were: email (92.2%); and search engines
(88.3%). However, a very few (21.1%) used the Internet to search for dental information for their
studies.
Smith and Oosthuizen (2006) surveyed entry-level students’ attitude towards computers at two
South African universities. The results showed that there is a greater appreciation of the benefit of
computers, less fear of computer power, a more realistic view of computers and also a lesser
impression of computer power. The conclusion is reached that less time should be spent in the
syllabi on convincing students as to the benefits of computing machinery, as well as allaying fears
about computing power.
Gay et al. (2006) surveyed management students at the University of the West Indies, Barbados.
The majority expressed favorable attitudes to the use of ICT within the academic environment.
Particularly, students were more inclined to use computers for typing assignments (92%), part of
their studies (95%), supplementing other teaching activities (72%), emailing questions to teachers
(90%) and distance education from home (68%). No significant gender and age differences were
found on most of the attitudinal ICT statements.
Inoue (2007) studied 174 male and female students of the School of Education at University of
Guam. It was found that students’ attitudes toward information technology were highly positive.
There were no differences in students’ perceptions of computer technology experiences between
females and males as well as among various academic status groups.
In Divaris, Polychronopoulou and Mattheos’ (2007) study, the positive attitudes towards the
necessity and value of IT for the practicing dentist as well as an important educational
supplement in the dental curriculum were reaffirmed by the fact that two-thirds or more of the
Greek post-graduate dental students strongly agreed with the statements for computer attitudes,
whereas no negative response was given.
Teo (2008) and Teo and Lee (2008) found a high level of positive computer attitudes in higher
education students in Singapore. There was no significant differences in computer attitudes by
gender although male students reported more positive attitudes towards the computer than
female students. Significant differences in computer attitudes were found between students who
own computers at home and those who do not. Students who own a computer at home also
reported a lower level of computer anxiety compared to those who do not.
A study of British students, by Conole et al. (2008), reveals that students are learning in a
complex and changing environment, using a plethora of technological tools to support their
learning. Computer ownership is high and students have become accustomed to being able to
electronically access information or people on demand. The data demonstrates that students are
4 IJEDICT
using technologies to support all aspects of their learning processes, i.e., communication with
tutors and other students, keeping abreast of course administration, finding and managing
learning materials, processing data, and creating assignments/ presentations.
Ghabili and Alizadeh (2008) surveyed 800 students of Tabriz University of Medical Sciences,
Iran. They found that approximately 45% of medical students used computers for less than one
hour per week. The most common usage of computers involved connecting to the Internet (80%).
However, of the 320 students who used the Internet, a third did so for recreational purposes.
Nearly 35% and 5% indicated that they connected to the Internet in order to check e-mails and
read electronic newspapers, respectively, and 32% mentioned the Internet as a resource for
searching for medical articles. Among these, nearly 40% visited medical sites while they were
surfing the web.
Popovich, Gullekson, Morris and Morse (2008) compared attitudes towards computer usage by
undergraduates from 1986 to 2005. They found that the importance and use of computers has
increased dramatically over the last two decades. Males and females no longer significantly differ
in their attitudes toward computers and amount of time spent using computers.
METHOD
To achieve the objective of this study a questionnaire survey was designed. Based on the
literature review a data collection instrument, having questions on the access and use of ICT, was
designed. A 33-item list of beliefs and characteristics related to information and communication
technology (ICT) developed by Havelka (2003) was used to assess students’ attitudes toward
ICT. He employed nominal group technique (NGT) to develop this list. A 2-point “agree/disagree”
scale was used to measure attitudes toward statements.
Fifteen students each from all 64 departments were randomly selected to participate in this study.
The questionnaire was distributed with the help of the students of Master of Library & Information
Science. Sixty-five percent students responded (n=625).
Gender, subject and degree were independent variables while access, use and attitudes were
dependent variables. To see the significant difference in dependent variables based on
independent variables Pearson chi square ( χ2 ) was calculated with the help of SPSS (version
12.0). The results are shown at 0.05 and 0.01 levels of significance.
RESULTS AND DISCUSSION
Of 625 respondents 45 percent are male students while 55 percent are female. Fifty-seven
percent participants belong to the social sciences departments while 31 percent and 12 percent
are from science & technology and arts & humanities faculties respectively. A large majority
(73%) are studying in graduate classes (Master, MS/MPhil and PhD) while 27 percent are from
undergraduate classes (BS, BCS, BCom, BBA, etc.) (Table1). The reason for difference in the
sample is the non availability of undergraduate programs in most of the departments.
Differences in university students’ access, use and attitudes toward ICT 5
Table 1: Demographic profile of students
Variables
Percent
Gender
Male
45
Female
55
Subject
Arts & humanities
12
Social sciences
57
Science & technology
31
Degree
Graduate
73
Undergraduate
27
Access to Computer
The results (presented in Table 2) show that a large majority of the respondents have access to
computers at home (73%) and university (72%). The gender based analysis reveals a significant
difference in male and female students on their access to computers. Seventy-seven percent
female students have computers at home as compared to 68 percent male students. On the other
hand, 77 percent male students have computers at university as compared to 68 percent female
students. The reason of this difference might be cultural. In the Pakistani Muslim society female
students are not allowed to spend more time in the university campus. They come to the campus
just for class work using university buses or their fathers’ or brothers’ motor vehicles and hardly
find time to use department or library computer labs.
Table 2: Access to computer at home and university
Access to
Computer at
Percent
Yes
Gender
χ2
Subject
χ2
Degree
χ2
Home
73
6.598*
1.015
5.057*
University
72
5.659*
24.602**
1.420
* Significant at p < .05
** Significant at p < .01
Subject based analysis shows a difference in computer access at university among three groups.
Students from science & technology (76%) and social sciences (75%) departments have
significantly more computer access at university than students from arts & humanities
departments (48%). This is due to the public policy which prefers to develop science &
technology with more funding and ignores humanities. The other reason might be the nature of
work in humanities which does not need ICT equipment as compared to other disciplines.
Degree based results show a difference only in home access to computers. Seventy-nine percent
undergraduate students have computers at home as compared to 70 percent graduate students.
6 IJEDICT
ICT Use
The frequency of computer use at home and university is presented in Table 3. Seventy-eight
percent students use computer at home at least a few times a week as compared to 72 percent
students who use computers at the same frequency at the university. The chi square value
indicates a significant difference in the frequency of computer use between male and female.
More male students (82%) use computer at home at least a few times a week as compared to
female students (76%). More male students (83%) use computer at university at least a few times
a week as compared to female students (63%). The result clearly indicates that although female
students have more home access to computer but male students are more frequent users. The
reason might be other responsibilities of the female students, i.e. household, etc.
Table 3: Frequency of computer use at home and university
Frequency of use
Statistics
Home
Statistics
University
Almost every day
39%
33%
A few times each week
39%
39%
Between once a week and once a month
12%
11%
Less than once a month
10%
17%
Gender χ2
9.455*
38.386**
Subject χ2
8.484
9.444
Degree χ2
8.388*
30.805**
* Significant at p < .05
** Significant at p < .01
No significant difference is found among three groups of students based on their academic
disciplines. However, a difference is found between graduate and undergraduate level students.
Graduate students (80%) use computers at home more than the undergraduate students (75%).
Graduate students use computers at university more than the undergraduate students. There are
78 percent graduate students who use university computers at lease a few times a week as
compared to 57 percent undergraduate students. The reason for this difference might be the
nature of work of graduate students which demands more ICT use. Another reason might be
more accessibility of ICT equipment to graduate students in the departments.
Use of ICT Services
The students in this study use ICT for various purposes. The most preferred service is the
Internet which is used by 93 percent respondents. Eighty-five percent students use ICT for
educational purposes. E-mail and word processing are used by 81 percent respondents (Table
4).
Differences in university students’ access, use and attitudes toward ICT 7
Table 4: Students’ use of ICT services
Rank
Service
Percent
Yes
Gender
χ2
Subject
χ2
Degree
χ2
1
Internet
93
4.676*
11.571**
0.553
2
Using educational material
85
1.185
3.505
0.716
3
E-mail
81
4.481*
7.045*
0.022
4
Word processing
81
0.598
1.880
0.553
5
Games
69
3.339
4.999
0.724
6
Drawing, painting or graphics
65
2.482
2.239
18.858**
7
Spreadsheets (e.g., MS-Excel)
62
1.830
2.366
11.486**
8
Other
61
0.003
2.019
1.681
9-10
Programming
60
0.028
0.848
15.330**
9-10
Chat
60
4.581*
3.811
1.681
* Significant at p < .05
** Significant at p < .01
Male and female students are not different in using various ICT based services except Internet, e-
mail and chat where they are significantly different at p < 0.05. Male students use these services
more than female students. There are 95 percent male users of Internet as compared to 90
percent female users. Similarly male users of e-mail are 85 percent as compared to 78 percent
female users and 65 percent male users of chat service as compared to only 56 percent female
users.
The analysis based on academic disciplines reveals significant difference in the use of only
Internet and e-mail services. Students of arts & humanities are fewer users of both technologies
than their counterparts in social sciences and science & technology. There are 83 percent users
of the Internet in arts & humanities as compared to 94% and 93% in social sciences and science
& technology respectively. Similarly only 73 percent students from arts & humanities use e-mail
as compared to 80% and 87% in social sciences and science & technology respectively.
The analysis for level of degree reveals statistically significant difference (p < 0.01) in the use of
drawing, spreadsheets and programming. The graduate students are more users of these
facilities than undergraduate students. Sixty-nine percent students use ICT for the purpose of
drawing, painting or graphics as compared to only 51 percent undergraduate students who use
technology for this purpose. The percent scores for graduates and undergraduates regarding the
use of spreadsheets are 66 and 51 respectively. Similarly 65 percent graduate students do some
sort of programming as compared to only 48 percent undergraduate students.
Students’ Attitudes Toward ICT
The analysis of data on 33 statements used to assess students’ attitudes toward ICT (presented
in Table 5) reveals that overall attitudes of the students are positive. They show their agreement
with affirmative statements about ICT more than the negative statements. More than 90 percent
students say ‘yes’ to the ability of ICT to provide access to information, help in learning new
things and improve communication.
The chi square scores for male and female students show difference between two groups in 10
statements where female students are found more in favor of the statements than males. The
statements on which gender has an effect include ‘ICT improves communication’ (female = 95%
8 IJEDICT
and male = 87%), ‘ICT gives us choices to know other cultures’ (female = 89% and male = 84%),
‘ICT provides more services’ (female = 89% and male = 82%), ‘ICT is a sign of development’
(female = 88% and male = 79%), ‘ICT can be used as an instructional tool’ (female = 84% and
male = 77%), ‘ICT is constantly changing’ (female = 86% and male = 77%), ‘ICT improves our
leisure time’ (female = 79% and male = 70%), ‘ICT ties us to machines’ (female = 71% and male
= 64%), ‘ICT is addictive’ (female = 70% and male = 52%), and ‘ICT inhibits human critical
thinking’ (female = 61% and male = 51%).
Table 5: Students’ attitudes toward ICT
Rank
Characteristic or feature
Information and communication technology
Percent
Agree
Gender
χ2
Subject
χ2
Degree
χ2
1
allows us to have access to more
information
93
1.359
5.844
0.111
2-3
causes us to constantly learn new things
91
0.868
1.666
8.153**
2-3
Improves communication
91
12.702**
1.094
0.101
4-8
affects the quality of life
87
2.118
7.563*
0.239
4-8
allows better jobs
87
5.370*
7.106*
0.006
4-8
gives us choices to know other cultures
87
4.315*
1.264
0.029
4-8
Improves our ability to learn
87
2.895
16.110**
0.015
4-8
Makes work more effective
87
1.788
10.027**
0.239
9
Provides more services
85
6.518*
14.801**
0.282
10-13
affects the environment
84
0.063
6.528*
0.143
10-13
helps to advance science
84
0.012
1.277
0.180
10-13
makes it easier to obtain learning materials,
e.g. books
84
2.744
1.311
2.377
10-13
Makes us more successful
84
0.326
25.337**
0.984
14-15
Improves work efficiency
83
3.229
9.387**
0.108
14-15
Is a sign of development
83
8.344**
1.803
0.562
16
Improves products
82
0.122
3.854
0.829
17-19
Can be used as an instructional tool
81
4.719*
3.337
1.042
17-19
Is constantly changing
81
8.356**
16.903**
2.183
17-19
Makes life more convenient
81
1.266
5.110
1.712
20
Can be used to be more organized
80
0.081
3.045
0.644
21
affects the way people behave
76
2.385
6.922*
0.006
22-23
Can be used to save time
75
1.413
4.356
0.044
22-23
Improves our leisure time
75
7.263**
10.491**
0.261
24
Makes us dependent on computers
73
1.464
1.102
2.726
25
helps us make better decisions
72
0.123
1.199
0.559
26
has a financial impact
70
2.204
0.170
0.374
27
Ties us to machines
67
4.085*
0.141
0.015
28
saves lives, i.e. medical uses
65
0.323
28.102**
0.251
29
Is addictive
62
18.925**
0.135
0.164
30
Can be used to invade our privacy
59
0.425
2.979
0.220
31
Inhibits human critical thinking
57
5.777*
2.191
5.791*
32
helps us live longer
41
0.297
2.468
5.434*
33
causes fear and anxiety in people
39
0.351
0.441
0.003
* Significant at p < .05
** Significant at p < .01
Differences in university students’ access, use and attitudes toward ICT 9
Academic subject based analysis shows difference among three groups of students regarding
their opinion on 12 statements. The students belonging to arts & humanities subjects show
significantly low level of agreement for eight statements as compared to the students from other
faculties. These statements include ‘ICT improves our ability to learn’ (arts & humanities = 73%,
social sciences = 90%, science & technology = 87%), ‘ICT makes work more effective’ (arts &
humanities = 76%, social sciences = 90%, science & technology = 87), ‘ICT provides more
services’ (arts & humanities = 71%, social sciences = 88%, science & technology = 85%), ‘ICT
makes us more successful’ (arts & humanities = 64%, social sciences = 88%, science &
technology = 82%), ‘ICT improves work efficiency’ (arts & humanities = 71%, social sciences =
85%, science & technology = 84%), ‘ICT is constantly changing’ (arts & humanities = 64%, social
sciences = 84%, science & technology = 84%), ‘ICT improves our leisure time’ (arts & humanities
= 60%, social sciences = 78%, science & technology = 75%), and ‘ICT saves lives’ (arts &
humanities = 39%, social sciences = 67%, science & technology = 72%). The students from arts
& humanities more agree (93%) to the statement ‘ICT affects the quality of life’ than the students
from social sciences (88%) and science & technology (82%).
The ability of ICT to allow better jobs is more preferred by the students from social sciences
(91%) than the students from arts & humanities (85%) and science & technology (83). The
students from science & technology show their less agreement with the statements ‘ICT affects
the environment’ and ‘ICT affects the way people behave’ (arts & humanities = 89%, social
sciences = 85%, science & technology = 78% and arts & humanities = 76%, social sciences =
79%, science & technology = 69% respectively).
The degree level analysis shows no difference in the students’ attitudes except for only three
statements. Undergraduate students are more in favor (96%) of the statement ‘ICT causes us to
constantly learn new things’ than graduate students (89%). On the other hand, students from
graduate classes agree with the statements ‘ICT inhibits human critical thinking’ and ‘ICT helps
us live longer’ (graduate = 60% , undergraduate = 49% and graduate = 43% , undergraduate =
33% respectively).
CONCLUSION
The results of this study mostly correspond with the same studies in other parts of the globe. The
cheap ICT equipment and Internet connectivity has enabled middle and lower middle class
students to enjoy the fruits of this technology. Internet and email are the most common facilities
used by the students. They have very positive attitudes toward technology. One finding which is
much encouraging is the use of ICT for educational purposes.
Some differences are found based on gender, subject and degree levels. Female students,
although having strongly positive attitudes toward ICT, but still fewer users than males. Students
from arts & humanities disciplines are not well aware of the benefits of ICT. Similarly,
undergraduate students are less users of technology. The findings of this study can be useful in
planning and designing better ICT facilities for female, art & humanities, and undergraduate
students of Pakistani universities as well as the universities of other developing countries.
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Original article at: http://ijedict.dec.uwi.edu//viewarticle.php?id=704
