Effects of Gender on The Teaching and Learning of Information and Communication Technology (ICT) at Grade 7, at Selected Primary Schools in Chiredzi District, Zimbabwe

This study is about the effects of gender on the teaching and learning of information and communication technology (ICT) at grade 7 level at a selected primary school in Chiredzi District of Masvingo province in Zimbabwe. A mixed methodology approach will be adopted for the study. The qualitative aspect of this study is concerned with developing explanations of social phenomena. The quantitative methodology aims at dealing with numbers and anything that is measurable in a systematic way of investigation of phenomena and their relationships. It was a case study of grade 7 learners. A non-probability sampling technique of purposive sampling was used to select a sample of 120 learners (3 grade 7 classes each with 40 learners) and 3 teachers who took part in the study. The researcher used questionnaires, interviews, observations, documents and records as well as focus group discussion as methods for collecting data. The main findings were that girls tended to be less interested in computers and had less positive views about the value of computing, and they reported more computer anxiety and less confidence in their computer abilities. Boys tend to agree with stereotypes and their stereotypical views correlate positively with their interest and with their beliefs about the value of ICT. Computers were perceived by girls as belonging to the male domain of mathematics, science, electronics, and machinery. Teachers were also of the view that boys enjoy working alone and discovering things on their own while girls prefer working in groups and sharing what they learn with others. That is, boys tend to be task-focused and to ignore group processes while for girls it is equally important to discuss and negotiate what to do and to resolve interpersonal conflicts. It is therefore recommended that there is need for ICT workshops with girls and female teachers such that having acquired ICT knowledge and skills, they are more likely to believe in girls’ capacity to manage ICT. Their ICT-related gender stereotyping will significantly decreased after the workshop, paving a path for them to take continuous participation in ICT and other related subjects. Furthermore, the provision of ICT facilities in schools should be one that should be given all the energy it requires as society is already late in implementing ICT learning within the schools. A further study could be conducted covering all primary schools in the province.