Effects of Gender and Age on the Level of Students’ ICT Self-Efficacy, Self-Directed Learning, E-Learning Readiness, and Engagement

Abstract

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The goal of this study was to look into the effects of gender and age on students’ ICT self-efficacy ( ICT-SE), self-directed learning (SDL)  e-learning readiness (ELR) ,engagement (SE)  among middle and late teens. Using an easy sample technique, data was obtained from students at various schools, colleges, and universities in Rawalpindi and Islamabad. The total sample size was 300 students, with 144 boys (n=144) and 156 girls (n=156) ranging in age from 15 to 21. ICT self-efficacy scale (ICTSES; Alahakoon & Somaratne, 2020), Self-directed learning with technology scale (SDLTS; Teo et al., 2010), E-learning readiness scale (ELRS; Alem et al., 2016), and Student engagement scale (SES; Lee, Song, & Hong, 2019) were used in the current study consent form along with demographic information sheet. Male students had a high degree of ICT self-efficacy, whereas no significant gender differences were seen on the SDL, ELR, or SE. Furthermore, when compared to middle adolescents, late adolescents scored much higher on SDL, ELR, and SE.