Prevalence of the student's gender in their daily interactions with devices on the Internet
DOI:
https://doi.org/10.5944/reec.39.2021.27577Palavras-chave:
PISA, student, gender differences, Mathematics, Internet, online games, social networks, virtual educationResumo
The health crisis caused by COVID-19 views technological innovation as a way to improve equity in education. Gender differences in education are under constant investigation due to the long-term consequences on the personal and professional future of students. The goal of this work is to analyze the prevalence of the student's gender in their daily interactions with devices on the Internet. Supported by a comparative education research methodology. A representative sample of a population of students of Spain, countries of the EU (European Union) and theOECD (Organization for Economic Cooperation and Development) are contrasted. The regression analysis and an adjustment by coefficient of determination determined the intensity of the dependency relationship between the independent variables: daily participation in social networks, daily participation in online games, daily reading of online news and the dependent variable is the average mathematical score. The results are compared with other investigations conducted in virtual teaching and learning environments. In fact, there are patterns of behavior and responses of students when considering gender differences in their daily interactions with devices on the Internet. This work highlights the importance of a gender approach to improve virtual educational proposals.
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