11.

Data:

X1 X1-x̄1 ( X1-x̄1)2 X2 X2-x̄2 ( X2-x̄2)2

5 1.31 1.71 4 0.23 0.05

4 0.31 0.09 4 0.23 0.05
3 -0.69 0.48 5 1.23 1.51
4 0.31 0.09 4 0.23 0.05
5 1.31 1.71 5 1.23 1.51
5 1.31 1.71 4 0.23 0.05
5 1.31 1.71 5 1.23 1.51
5 1.31 1.71 5 1.23 1.51
3 -0.69 0.48 4 0.23 0.05
3 -0.69 0.48 1 -2.77 7.67
4 0.31 0.09 4 0.23 0.05
4 0.31 0.09 5 1.23 1.51
2 -1.69 2.86 1 -2.77 7.67
5 1.31 1.71 4 0.23 0.05
3 -0.69 0.48 5 1.23 1.51
1 -2.69 7.25 5 1.23 1.51
5 1.31 1.71 5 1.23 1.51
4 0.31 0.09 3 -0.77 0.59
4 0.31 0.09 3 -0.77 0.59
4 0.31 0.09 2 -1.77 3.13
5 1.31 1.71 5 1.23 1.51
5 1.31 1.71 5 1.23 1.51
4 0.31 0.09 3 -0.77 0.59
1 -2.69 7.25 1 -2.77 7.67
2 -1.69 2.86 3 -0.77 0.59
1 -2.69 7.25 3 -0.77 0.59
Ʃx1=96 Ʃ( X1-x̄1)2 = 45.54 Ʃx1=98 Ʃ( X1-x̄1)2=44.62
x̄1 =96/26 = 3.7 x̄1 =98/26 = 3.8

2.)

H 0 = µA = µB
H A = µA ≠ µ B
3.)

α = 0.05

4.)

dfx1 = 26 – 1 = 25
dfx1 = 26 – 1 = 25
dfTOTAL = dfx1 + dfx2
= 25+25 95
%
= 50
2.5 2.5
5.) % %

tcrit = 1.676 -
-
1.67 1.67
6 6
6.)

Sp2= 45.54 + 44.62/ 25 + 25

= 1.80
1.80 1.80
S( X1-x̄2)= √ 26
+
26

= √ 0.138

= 0.37

t = (3.7-3.8)/0.37
= -0.27
7.)

During the last two decades, studies have documented gender disparity in
the use of computers at different settings. For example, in schools, earlier studies
found that male students, compared with their female peers, had more access to
computers, felt more confident with their computer skills, and showed more
positive attitude toward computers (Chen, 1986; Collise, 1985; Shashaani, 1994).

In their longitudinal cross-sectional study of representative samples from

the Dutch population on Internet skills, van Deursen and van Dijk (2015) noticed
men scoring higher than women on all skill domains: Operational skills (e.g.,
saving files, downloading programs, using the refresh button); formal skills (e.g.,
being familiar with web site structure); information skills (e.g., finding
information, using search booleans); and strategic skills (e.g., gaining financial
benefits, and making decisions based on retrieved information). To the contrary,
among students, previous research results on gender differences in ICT skills have
been quite diverse.

Much literature exists that has found that men and women have been
characterized by a range of social and biological differences. The role of gender
differences in using technology for learning has been extensively researched
(Kahveci, 2010). In past studies authors found that using technology for learning is
a dominant activity for males and that males have positive attitudes toward using
technology for learning more than do females (Kadijevich, 2000; Li & Kirkup,
2007).
Based on the results above, the tcrit is equal to 1.676. if t is less than -1.676
or greater than 1.676, then we reject the null hypothesis. In this case, t is equal to
-0.27. Then we do not reject the null hypothesis. Which means, there was no
significant difference between the levels of IT skills among private company
employees when grouped according to gender.

Refences:
”Adoption of Educational Technology: How Does Gender Matter?”, G. Zhou, J. Xu, International
Journal of Teaching and Learning in Higher Education, 2007, Volume 19, Number 2, 140-153,
ISSN 1812-9129

“Differences between the genders in ICT skills for Finnish upper comprehensive school students:
Does gender matter? ”,K. Meri-Tuulia,K. Antero, K. Suvi-Sadetta, Research Unit for Sociology of
Education RUSE, University of Turku, FIN-20014, University of Turku

“Gender Difference of Confidence in Using Technology for Learning”, Hon Keung Yau and Alison
Lai Fong Cheng, The Journal of Technology Studies