Female students' experiences of learning technology in single-gender and mixed-gender school settings

Burke, Lee-Ann (2004) Female students' experiences of learning technology in single-gender and mixed-gender school settings. Masters thesis, Memorial University of Newfoundland.

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Abstract

The purpose of this study is to gain insight into a group of female students' experiences learning technology in single-gender and mixed-gender school settings. A qualitative research approach was used. The twelve students participating in this study were selected from an all-female grade 12 Communications Technology course. The method of data collection included a questionnaire, a semi-structured interview and focus groups. -- This study found that participants' preferred learning technology in the single-gender setting where they described conditions conducive to learning. Participants described receiving more attention, feeling more confident, having fewer distractions, and more control over their learning of the technology. In comparison, participants indicated that they had not adequately learned the technology in the mixed-gender setting, where they described conditions unconducive to learning. They indicated feeling ignored, feeling that they had little confidence and security, and as well as feeling distracted and dominated by males. This study also discusses implications for practice and further research.

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