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Gender Moderation on Students’ Adoption of WhatsApp for Learning-Support Communication in Sub-Saharan Africa

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Titel: Gender Moderation on Students’ Adoption of WhatsApp for Learning-Support Communication in Sub-Saharan Africa
Autoren: Douglas Yeboah, Paul Nyagorme, Brandford Bervell, Godfred Yaw Koi-Akrofi, Awo Esaah Bempong
Quelle: Journal of Educational Technology Development and Exchange. 18:154-174
Verlagsinformationen: University of Southern Mississippi, 2025.
Publikationsjahr: 2025
Schlagwörter: Curriculum and Instruction, Race, Educational Technology, students' adoption of WhatsApp, gender moderation, Gender, WhatsApp for learning, Interpersonal and Small Group Communication, Instructional Media Design, unified theory of acceptance and use of technology, distance learning, Online and Distance Education, Communication Technology and New Media, and Ethnicity in Communication, Sexuality, Social Media
Beschreibung: Gender moderation in students’ adoption of WhatsApp for supporting distance learning has not been explored. This study applied the Unified Theory of Acceptance and Use of Technology model to analyze the moderation effects of gender on students’ adoption intentions of WhatsApp for learning. Multi-stage sampling techniques were used to obtain 273 participants. Data were collected using structured questionnaire and analyzed using partial least squares structural equation modeling. Results showed that gender significantly moderated the effects of(a) performance expectancy on behavioral intention such that the effect was stronger for males than females, and (b) social influence on behavioral intention such that the effect was stronger for females than males. Effects of effort expectancy, mobile self-efficacy, and facilitating conditions on behavioral intention were not moderated by gender. Implications of the findings for practice were discussed and recommendations were made for further research.
Publikationsart: Article
Dateibeschreibung: application/pdf
ISSN: 1941-8035
DOI: 10.18785/jetde.1801.09
Rights: CC BY NC ND
Dokumentencode: edsair.doi.dedup.....e75b2fbd91ccccd3f32cf9cc3290a098
Datenbank: OpenAIRE
Beschreibung
Abstract:Gender moderation in students’ adoption of WhatsApp for supporting distance learning has not been explored. This study applied the Unified Theory of Acceptance and Use of Technology model to analyze the moderation effects of gender on students’ adoption intentions of WhatsApp for learning. Multi-stage sampling techniques were used to obtain 273 participants. Data were collected using structured questionnaire and analyzed using partial least squares structural equation modeling. Results showed that gender significantly moderated the effects of(a) performance expectancy on behavioral intention such that the effect was stronger for males than females, and (b) social influence on behavioral intention such that the effect was stronger for females than males. Effects of effort expectancy, mobile self-efficacy, and facilitating conditions on behavioral intention were not moderated by gender. Implications of the findings for practice were discussed and recommendations were made for further research.
ISSN:19418035
DOI:10.18785/jetde.1801.09