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ERIC Number: EJ1125930
Record Type: Journal
Publication Date: 2013-Mar
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0047-2395
The Role of Gender in Distance Learning: A Meta-Analytic Review of Gender Differences in Academic Performance and Self-Efficacy in Distance Learning
Perkowski, Justine
Journal of Educational Technology Systems, v41 n3 p267-278 Mar 2013
This meta-analytic review was performed to determine the relationship between gender and two constructs measuring success in distance learning--academic performance and self-efficacy--with a particular interest in identifying whether females or males have an advantage in distance learning environments. Data from 15 studies resulted in 18 effect sizes for aggregation and comparison, with 9 of those effect sizes attributed to academic performance and 9 attributed to measures of self-efficacy. The aggregate effect sizes for both academic performance and self-efficacy were found to be significant (d = 0.36, 95% Confidence Interval (CI) = 0.25-0.46, p < 0.001; d = 0.22, 95% Confidence Interval (CI) = -0.04-0.41, p < 0.05), and were small or small-to-medium, respectively. The effect sizes for academic performance were not significantly heterogeneous, but the effect sizes for self-efficacy were. Exploratory moderator analyses indicated that the combination mode of learning with both online contact and face-to-face interaction moderated the effect of gender on self-efficacy, and also indicated a significant relationship between self-efficacy and participants in Asia versus Europe and the United States. These significant relationships were only apparent in a fixed-effects model. The study discusses the implications of the results, as well as the limitations.
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; Europe; Asia
Grant or Contract Numbers: N/A