Assessing Gendered Participation Spaces in Online Learning Environments in Higher Education in Pakistan
DOI:
https://doi.org/10.63062/tk/2k25b.42054Keywords:
Gender Participation, Virtual Learning, Higher Education, Students, UniversityAbstract
The study has been designed to evaluate gender spaces in virtual learning environments in higher education in Pakistan. It has been observed that social constructionists, feminists, and gender-related researchers around the world all agree that gender is a social construct. There are only two characteristics: femininity and masculinity. Gender spaces generally describe the situations or places that are viewed or determined by gendered expectations and standards. These places may involve social, psychological, or physical aspects, and they often represent or maintain gender norms in society. A quantitative study has been conducted, and a sample of 316 students enrolled in the BS (4 Years) social sciences program in a public sector university has been selected. A cross-sectional study has been conducted, and a structured questionnaire has been used, consisting of different sections including socio-demographic, gender spaces, and virtual learning environment. Pilot testing has been done on 30 random students, and an attitudinal scale of (dis)agreement has been used. Statistical analysis, including univariate, normality, Kendall's tau_b, and Chi-Square, has been done to conclude. The study findings outlined that the data were non-parametric and all the variables, including gender, spaces, and virtual learning environment, had a positive and significant correlation and also had an association based on the Chi-Square test.
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