Gender differences in CAA performance in Oman: Is it part of the culture?

Amina Al-Hajri, Chris Ricketts

Abstract


This study investigated a number of factors that may affect Omani student performance on computerised tests and explored their attitudes and perception towards computer- assisted assessment (CAA). It also used focus groups to explore students' deeper feelings about using computers for assessment.  The study used a sample of 227 male and 212 female students randomly chosen from three different Applied Science Colleges located in Oman. The results of the English language test showed that, while females generally performed better than males, males performed significantly higher on computer compared to paper, whereas females performed higher on paper compared to computer. There were no gender differences in computer experience or computer self-efficacy, nor in overall attitude to using computers for assessment. However, focus group discussions exposed gender difference issues in relation to using computers as assessment tools. This led to re-examination of the individual items from which the attitude scale was constructed, and this showed that females were more nervous and found it more difficult to read from a computer screen.


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