INFLUENCE OF UNDERGRADUATES GENDER ON PERCEIVED USEFULLFNESS, EASE OF USE, INTENTION TO USE PODCAST AND WHATSAPP FOR LEARNING

Abstract

This study investigates the influence of gender on undergraduates’ perceived usefulness, ease of use, intention to use, and reaction towards WhatsApp and podcasts as learning tools. Using a descriptive survey research design, data were collected from 382 university students through a self-reported questionnaire. The findings revealed that there was no significant influence of gender on perceived usefulness, ease of use, intention to use, or reaction towards both WhatsApp and podcasts for learning purposes. All test statistics (Wilks' Lambda, Pillai's Trace, Hotelling's Trace, and Roy's Largest Root) have an F-value of 1.529 and a p-value of 0.193. These results suggest that both male and female students perceive these digital tools, similarly, indicating their potential for widespread integration into instructional practices without gender-based considerations. It is therefore recommended that educational institutions and educators leverage this neutrality to promote the inclusive use of WhatsApp and podcasts for learning. Further research is encouraged to examine other factors, such as technological proficiency and socio-economic background, that may impact the adoption and effectiveness of these technologies.