Abstract

The objective of this meta-analysis is twofold: first, to establish the relationship between gender and Information and Communication Technology (ICT) usage; and second, to establish the relationship between gender and attitudes towards the use of ICT, in the context of formal educational settings from elementary to postsecondary levels. After a systematic literature review, this research project synthesized the results of 213 studies and used random-effects meta-analytic techniques to evaluate gender differences in students’ reported usage and attitudes towards ICT in learning. Findings reveal significant gender differences between female and male students’ reported usage of ICT and attitudes towards ICT in favor of males. Average effect sizes ranged from small to moderate. The highest average effect size belonged to the construct of Computer Confidence where male students typically reported higher confidence with computers, with .38 standard deviations above the female students. The lowest effect size belonged to the construct of Perceived Satisfaction with ICT where male students typically reported higher perceived satisfaction with ICT, with .05 standard deviations above the female students. Finally, we discuss the contextual factors that impacted the results of the outcomes to differing degrees and conclude with educational and research implications.