Online Assessment, Web Platforms, and Gendered Learning Patterns: Quantitative Evidence from Tertiary Education

Abstract

This quantitative study investigates gendered learning patterns in online assessment and web-based platforms among undergraduate students in a public sector university. Drawing on a sample of 316 BS (4-Year) Social Sciences students, data were collected through a structured questionnaire, with pilot testing conducted to ensure reliability and clarity. An attitudinal Likert-type scale measured students’ levels of agreement with statements regarding participation, engagement, and confidence in virtual learning environments. Univariate analysis revealed distinct gendered patterns: whereas male and female students accessed digital platforms similarly, female students exhibited lower participation and self-confidence in online assessments. The findings are interpreted through the theoretical frameworks of Bourdieu’s cultural capital and Giddens’ structuration theory, highlighting how online learning spaces both reproduce and mitigate existing gender inequalities. The study emphasizes the importance of designing inclusive digital learning environments that promote equitable engagement and learning outcomes for all students.