Gender difference in undergraduates’ micro-teaching performance using Telegram and WhatsApp platforms in collaborative learning settings
1 Department of Science Education, Federal University of Kashere, Gombe State, NIGERIA2 Department of Educational Technology, Federal University of Technology Minna, Niger State, NIGERIA* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 7(3), October 2023, 183-190, https://doi.org/10.30935/mjosbr/13665
Published Online: 11 September 2023, Published: 01 October 2023
OPEN ACCESS 84 Views 35 Downloads
Gender difference has continued to influence achievement and retention of students due to inconsistencies in performance, which troubles researchers. This therefore calls for different approaches to ameliorate this problem by deploying the use of Telegram and WhatsApp in collaborative learning settings in order to bride those gender gaps since technology serves as a leveler. This study examined gender difference on achievement and retention of students in microteaching using Telegram and WhatsApp platforms in collaborative learning settings. A sample of 282 students enrolled on Telegram and WhatsApp from two universities in Gombe State, Nigeria, was purposively selected for the study, where the two sampled groups were assigned into two experimental groups. The instrument used in this study is the micro-teaching achievement test validated by experts in the field of educational technology and curriculum studies, where a split-half method of reliability was used to obtain a figure of 0.91 using Pearson product moment correlation. Descriptive statistics of mean and standard deviation was used to answer the research questions while inferential statistics involving an independent sample t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that there is no significant difference in the mean achievement scores of male and female students taught using Telegram platform (t=2.571, p>0.05); there is no significant difference in the mean achievement scores of male and female students taught using WhatsApp platform (t=3.671, p>0.05); there is no significant difference in the mean retention scores of male and female students taught using Telegram platform (t=5.274, p>0.05). However, there is a significant difference in the mean retention scores of male and female students taught using WhatsApp platform in favor of the female students (t=4.071,p<0.05). It is hereby recommended that lecturers should deploy the use of Telegram and WhatsApp platforms in collaborative learning settings during micro-teaching in order to bridge the individual differences occasioned by gender since technology has the potential to serve as a leveler and also be able to bridge gender differences.
Mohammed, I. A., Kuta, I. I., & Bello, A. (2023). Gender difference in undergraduates’ micro-teaching performance using Telegram and WhatsApp platforms in collaborative learning settings. Mediterranean Journal of Social & Behavioral Research, 7(3), 183-190. https://doi.org/10.30935/mjosbr/13665
- Achor, E. E., Ortor, E. E., & Umoru, W. O. (2013). Do teaching strategies matter in students’ retention in biology at secondary school level? A consideration of computer-based instruction and conventional strategy. Journal of Science, Technology, Mathematics and Education, 10(1), 32-37.
- Ajai, J. T., & Imoke, B. I. (2015). Gender differences in mathematics achievement and retention scores: A case of problem-based learning (PBL) method. International Journal of Research in Education and Science, 1(1), 45-50. https://doi.org/10.21890/ijres.76785
- Ajileye, M. A. (2013). Effect of micro-teaching skills on student teachers’ performance on teaching practice in colleges of education, north-central, Nigeria [Doctoral Dissertation Proposal, University of Ilorin].
- Bataineh, R. F., Al-Hamad, R. F., & Al-Jamal, D. A. (2018). Gender and EFL writing: Does WhatsApp make a difference? Teaching English with Technology, 18(2), 21‑33.
- Bawa, N., & Ibrahim, A. A. (2016). Using WhatsApp to extend learning into undergraduate students’ digital lives: Measuring its effects on academic performance in general studies. ATBU Journal of Science, Technology & Education, 4(2), 64-71.
- Bupo, G. O. (2019). Effects of blended learning approach on business education students’ academic achievement and retention in financial accounting in universities in Rivers State Nigeria [PhD dissertation, Nnamdi Azikiwe University].
- Cetinkaya, L. (2017). The impact of WhatsApp use on success in education process. The International Review of Research in Open and Distributed Learning, 18(7), 60‑74. https://doi.org/10.19173/irrodl.v18i7.3279
- Ceylan, V. K., & Elitok Kesici, A. (2017). Effect of blended learning to academic achievement. International Journal of Human Sciences, 14 (1), 308-320. https://doi.org/10.14687/jhs.v14i1.4141
- Denysiuk, N., Plavutska, I., & Fedak, S. (2018). Telegram messages application as a tool of teaching English. http://elartu.tntu.edu.ua/handle/lib/23835
- Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1-19). Elsevier.
- Exposito, A., Sanchez-Rivas, J., Gomez-Calero, P., & Pablo-Romero, M. P. (2020). Examining the use of instructional video clips for teaching macroeconomics. Computer and Education, 144, 103709. https://doi.org/10.1016/j.compedu.2019.103709
- Eze, T. I., Ezenwafor, J. I., & Obidile, J. I. (2016). Effect of gender on students’ academic performance and retention in financial accounting in technical colleges. British Journal of Education, Society and Behavioural Science, 18(4), 1-9. https://doi.org/10.9734/BJESB/2016/29583
- Falode, O. C., & Mohammed, I. A. (2023). Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings. Journal of Digital Educational Technology, 3(1), ep2303. https://doi.org/10.30935/jdet/13106
- Foster, M., Maur, A., Wieser, C., & Winkel., K. (2022). Pre-class video watching fosters achievement and knowledge retention in a flipped classroom. Computers & Education, 179, 104399. https://doi.org/10.1016/j.compedu.2021.104399
- Gambari, A. I., Falode, O. C., & Adegbenro, D. A. (2014). Effectiveness of computer animation and geometrical instructional model on mathematics achievement and retention among junior secondary school students. European Journal of Science and Mathematics Education, 2(2), 127-146. https://doi.org/10.30935/scimath/9406
- Gambari, A. I., Shittu, A. T., Ogunlade, O. O., & Osunlade, O. R (2017). Effectiveness of blended learning and eLearning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. Malaysian Online Journal of Educational Sciences, 5(1), 25-36.
- Garba, L. S. (2018). Impact of micro-teaching skills on Nigerian colleges of education students’ teaching practice performance in north-west geo-political zone, Nigeria [PhD thesis, Ahmadu Bello University].
- Haferkamp, N., Eimler, S. C., Papadakis, A., & Kruck, J. (2012). Men are from mars, women are from venus? Examining gender differences in self-presentation on social networking sites. Cyberpsychology, Behavior & Social Networking, 15(2), 91-98. https://doi.org/10.1089/cyber.2011.0151
- Hakim, M. F. (2019). The use of Telegram to facilitate students vocabulary learning at SMPN 1 surabaya [Master’s thesis, Universitas Islam Negeri Sunan Ampel Surabay].
- Haq, A., & Chand, S. (2012). Pattern of facebook usage and its impact on academic performance of university students: A gender based comparison. Bulletin of Education and Research, 34 (2), 19-28.
- Ilobeneke, S. C., Alabi, T. O., Falode, O. C., & Kur, J. T. (2018a). Effectiveness of facebook and WhatsApp supported instructional platforms on undergraduate students’ achievement in educational technology. Journal of General Studies, 7(1), 113-120.
- Ilobeneke, S. C., Alabi, T. O., Falode, O. C., & Kur, J. T. (2018b). Effects of facebook and WhatsApp supported instructional platforms on undergraduate students’ retention in educational technology. In Proceedings of the Association for Innovative Technology Integration in Education Conference (pp. 145-152).
- Jimoh, M. A., Alabi, T. O., Falode, O. C., & Olayiwola, O. R. (2018). Effect of three modes of mobile instructional package on achievement and gender of mathematics students in colleges of education in North Central Nigeria. In Proceedings of the Association for Innovative Technology Integration in Education Conference (pp. 153-161).
- Julius, J. K. (2018). Influence of computer aided instruction on students’ achievement, self-efficacy and collaborative skills in chemistry in secondary schools of Tharakha-Nithi County, Kenya [PhD thesis, University of Kenyetta].
- Kareem, I. A., Yahya, S. O., & Ibrahim, T. (2018). Effects of Facebook in teaching sculpture in colleges of education (COE) in Oyo State. In Proceedings of the Association for Innovative Technology Integration in Education Conference (pp. 96-102).
- Kayii, N. E., & Dambo, B. I. (2018). Effect of blended learning approach on business education students’ achievement in elements of business management in Rivers State University, Nigeria. International Journal of Innovative Information Systems & Technology Research, 6(1), 38-48.
- Khoo, Y. Y., Khuan W. B., Abd-Hadi, F. S., & AbuBakar, M. S. (2020). The effect of video-based collaborative learning among economics’ undergraduates in Malaysia. International Journal of Advanced Science and Technology, 29(6), 272‑281.
- Mahbib, U. K., Esa, A., Mohamad, N. H., & Mohammed, S. B. (2017). Cooperative learning (CL) as 21st century’s teaching method in improving English proficiency among primary school student teachers’ perception. Social Science and Humanities 25(5), 39-54.
- Mohammed, I. A., & Kuta, I. I. (2021). Telegram: A social media tool for fostering collaborative learning. In Proceedings of the 8th International Conference of School of Science and Technology Education (pp. 522-525).
- Mohammed, I. A., & Ogar, S. I. (2023). Exploring the potential of YouTube videos towards enhancing achievement and retention of undergraduate students in environmental education. European Journal of Interactive Multimedia and Education, 4(1), e02302. https://doi.org/10.30935/ejimed/13190
- Naderi, S., & Akrami, A. (2018). EFL learners’ reading comprehension development through MALL: Telegram groups in focus. International Journal of Instruction, 11(2), 340-350. https://doi.org/10.12973/iji.2018.11223a
- Ofoka, E. U. (2019). Effect of blog and microblogging sites on colleges of education pre-service teachers’ agricultural science learning outcomes in Lagos State [Master’s thesis, Federal University of Technology Minna].
- Omar, M. N. A. (2021). The impact of using WhatsApp groups on the Palestinian university students’ productive skills improvement [Master’s thesis, An-Najah National University].
- Owodunmi, A. S., & Ogundola, I. P. (2013). Gender difference in the achievement and retention of Nigeria students exposed to concept in electronic works trade through reflective instructional technique. Journal of Education, Society and Science, 3(4), 589‑599. https://doi.org/10.9734/BJESBS/2013/4026
- Safitri, L. A. (2021). The role of WhatsApp in teaching vocabulary to the staff of Umbul Ponggok Klaten. Jurnal Edunomika [Edunomics Journal], 5(2), 733‑780. https://doi.org/10.29040/jie.v5i2.2639
- Sonia, G., & Rawekar, A. (2017). Effectivity of e-learning through WhatsApp as a teaching learning tool. MVP Journal of Medical Sciences, 4(1), 19-25. https://doi.org/10.18311/mvpjms/0/v0/i0/8454
- Srinivas, H. (2014). Collaborative learning. https://www.gdrc.org/kmgmt/c-learn