Gender Differences in E-Learning Self-Efficacy during Pandemic Covid-19

Abstract

This study aims to determine the relationship between gender differences and e-learning self-efficacy. One hundred students (72 male; 28 female) were involved using demographic attribute data such as gender, age range, and higher education degrees. Learners participate voluntarily to fill out an online e-learning self-efficacy questionnaire. Students as participants come from various study programs at one university in Malang and attend online lectures in the 2020/2021 academic period. This study found that the variance between groups of attributes differed significantly, and the research data met the homogeneity requirements, which was indicated by the results of Levene's Test with a sig. 0.267> 0.05. This study found that all independent variables (Gender, Age Range, Higher Education Degrees) together did not significantly affect e-learning self-efficacy, Sig. 0.232 > 0.05. Similar results were also obtained for the attributes of gender (Sig. 0.353 > 0.05), age range (Sig. 0.090 > 0.05), and Higher Education Degrees (Sig. 0.923 > 0.05) which did not have a significant effect on e-learning self-efficacy. The results of this study can be caused by a good e-learning readiness factor so that the difference in attributes in this study as a whole does not affect e-learning self-efficacy. The findings in this study are expected to provide a reference study of studies on gender and its implementation in learning.