Gender Differences in E-Learning Success in a Developing Country Context: A Multi-Group Analysis

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  •   Edna Owusu-Bempah

  •   Daniel Opoku

  •   Richard Sam-Mensah

Abstract

The purpose of this study was to evaluate gender differences in the variables that influence the adoption of e-learning in an academic environment. Literature on gender differences in e-learning adoption and usage seems to be very limited and hazy. Hence, the need for this research study. The study was based on the hypothesis that factors such as system quality, information quality, and service quality influence the behavioural intention to use an e-learning platform (Moodle LMS), which in turn influences actual Moodle usage. The study made use of the SmartPLS application. The Structural Equation Model (SEM) technique was used to analyse the interactions between the components of the proposed model from the viewpoint of 540 responses. Both males' and females' LMS usage intentions were shown to be significantly influenced by system quality and service quality. In addition to this finding, information quality showed a statistically significant influence on males’ LMS use intentions while having no effect on the LMS use intentions of females. This study contributes to the dearth of research that exists on gender differences in the adoption of e-learning in developing nations that have placed a strong emphasis on the use of e-learning technologies. E-learning adoption theory is bolstered by this study, which empirically confirms that the DeLone and McLean model is applicable in a new setting.


Keywords: Developing Country, E-learning, Gender Difference, Multi- Group Analysis, Moodle.

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How to Cite
Owusu-Bempah, E., Opoku, D., & Sam-Mensah , R. (2022). Gender Differences in E-Learning Success in a Developing Country Context: A Multi-Group Analysis. European Journal of Education and Pedagogy, 3(4), 61–69. https://doi.org/10.24018/ejedu.2022.3.4.410