An Evaluation of Technology Adoption During Remote Teaching and Learning at Tertiary Institution by Gender

Gender difference in how technology is used has been a long-time concern in education. This study examined the impact of the rapid transition from face-to-face learning to remote learning (RL) for students of selected higher education institutions in South Africa. The study employed a quantitative census sampling method as an electronic questionnaire administered to 243 respondents, mainly students enrolled in accounting and finance department in their second, third, and fourth year of study. In designing the questionnaire, ten items from the Technology Readiness Index (TRI 2.0) were adapted to determine the technology readiness of respondents. Furthermore, descriptive statistics were used to establish the common Information and Communications Technology (ICT) tools, platforms, and teaching approaches adopted by lecturers and estimate the technological readiness of students. This article revealed some challenges encountered by students while schools were closed due to the lockdown measures to contain the COVID-19 virus. From the findings in this study, it can be seen that male students are more likely to adjust faster than female students to RL. This result is consistent with some of the findings in the literature. Learning from home or other environments outside the university has been proven ineffective as students can get easily distracted by external factors that can affect their learning and understanding. This becomes more difficult for female students, especially in Africa, where it is believed that specific responsibilities are for girls. Statistically, there is a high level of anxiety among female students. This can be attributed to the exceptional living conditions and situations during the ongoing pandemic, such as uncertainty of the future, social isolation, challenges of RL, childcare, babysitting, and gender-based violence. The study recommended that policymakers introduce policies that address students’ challenges, especially female students while working from home.