Learning about gender biases through online discussions on WhatsApp
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Authors
Ojerinde, Olatunde
Issue Date
2023
Educational Level
ISCED Level 5 Short-cycle tertiary education
Curriculum Area
Geographical Setting
Nigeria
Abstract
Context: This study was conducted in a teacher education setting at Sikiru Adetona College of Education, Science and Technology in Ogun state, Nigeria. The context arose from the need to adapt to online learning during the pandemic and prepare future teachers to navigate gender biases in a highly gendered society. The use of WhatsApp as a teaching tool became a focal point due to its accessibility and low data usage, and the research explored gender differences in students' attitudes towards learning English on this platform.
Aims: The research aimed to examine the attitudes of male and female teacher-trainees towards learning English via WhatsApp and to assess their understanding of gender biases. It sought to explore the students' preferences for learning English online versus face-to-face, their engagement patterns, and to identify any differences in gender awareness among them. The study also aimed to encourage future teachers to reflect on gender issues as they prepare for their teaching careers.
Methods: A mixed-methods approach was used, including questionnaires administered to 100 students from a larger cohort of 250, classroom observations, and input from colleagues. The study included both male and female students aged 15 to 22 from various schools within the college. An action plan was also implemented to increase male students' participation and introduce gender discourse through targeted WhatsApp sessions over three weeks.
Findings: The study found minimal differences between male and female students' attitudes towards learning English on WhatsApp, with both genders expressing a preference for the platform due to its multimodal features. However, female students were generally more active, participating more frequently in discussions and using both text and voice notes, while male students engaged less actively unless explicitly instructed. Additionally, the study revealed a lack of gender awareness among students, which improved after the gender-focused action phase.
Implications: The findings suggest that teacher educators might consider integrating explicit instructions and targeted activities to engage all students actively, particularly in online settings. The use of platforms like WhatsApp can facilitate multimodal learning, but deliberate efforts may be required to ensure equitable participation. Moreover, introducing gender education in teacher training programs could enhance future teachers' awareness and sensitivity to gender biases, potentially influencing their classroom practices.
Aims: The research aimed to examine the attitudes of male and female teacher-trainees towards learning English via WhatsApp and to assess their understanding of gender biases. It sought to explore the students' preferences for learning English online versus face-to-face, their engagement patterns, and to identify any differences in gender awareness among them. The study also aimed to encourage future teachers to reflect on gender issues as they prepare for their teaching careers.
Methods: A mixed-methods approach was used, including questionnaires administered to 100 students from a larger cohort of 250, classroom observations, and input from colleagues. The study included both male and female students aged 15 to 22 from various schools within the college. An action plan was also implemented to increase male students' participation and introduce gender discourse through targeted WhatsApp sessions over three weeks.
Findings: The study found minimal differences between male and female students' attitudes towards learning English on WhatsApp, with both genders expressing a preference for the platform due to its multimodal features. However, female students were generally more active, participating more frequently in discussions and using both text and voice notes, while male students engaged less actively unless explicitly instructed. Additionally, the study revealed a lack of gender awareness among students, which improved after the gender-focused action phase.
Implications: The findings suggest that teacher educators might consider integrating explicit instructions and targeted activities to engage all students actively, particularly in online settings. The use of platforms like WhatsApp can facilitate multimodal learning, but deliberate efforts may be required to ensure equitable participation. Moreover, introducing gender education in teacher training programs could enhance future teachers' awareness and sensitivity to gender biases, potentially influencing their classroom practices.
Description
Keywords (free text)
english as a foreign language , online learning , gender bias , teacher education , WhatsApp , student engagement , exploratory action research