Participants

A maximum of 923 college students taken care of immediately the fresh COBADI 2.0 survey (Table step 1). Brand new decide to try comprised generally of females (81.2%), younger (average ages = (5.2), minute. = 17, maximum. = 50), plus its first year from the university (fifty.2%). Bayesian inference lets us analyze inequitable examples with respect to gender because it allows the addition of the fresh new study to possess coding down the road. The new questionnaire are brought electronically in order to children training Public Training and you can Personal Works (Universidad Pablo de Olavide) and Pedagogy (UNED) into the academic years and you will . There were no constraints on contribution, with no financial otherwise educational incentive try open to engage contained in this studies.

Results

With the George and Mallery (2003) classification, we found that the questionnaire had a high degree of overall reliability (? _Cronbach = .83 (.81–.85), Guttman’s ?6 = .86). We also found a high degree of reliability in the subscale “Competences in the use of ICT for the search and treatment of information” (? _Cronbach = .85 (.85–.89), Guttman’s ?6 = .87), moderate reliability in the subscale “Interpersonal competences in the use of ICT at university” (not considering items based on a preference scale, ? _Cronbach = .65 (.58–.7), ?6 Guttman’s ?6 = .59), and moderate reliability in the scale “Virtual and social communication tools at university” (? _Cronbach = .62 (.56–.68), Guttman’s ?6 = .51). The general descriptive results show (Table 3) that the vast majority of students have access to an Internet connection (98.2%). The time spent on the Internet is distributed among the following activities: university work (68.3%), use of social networks (63.9%) and listening to music (53.3%). It is significant that 77.8% stated that they never use Internet for gaming online, and 50.1% never use it to make new friends.

About outcomes for “Competences from the the means to access ICT towards research and you can medication of data”, we remember that both female and male youngsters getting they have an excellent amount of competence on usage of “search engines like google”, “internet explorer”, “electronic cartography” and you can “podcasting”. The equipment they normally use with smaller promise was “QR codes” as well as the creation of “on line presentations”. Gender differences try apparent regarding the use of “digital cartography”, with a beneficial Bayes grounds away from , and that demonstrates the knowledge was minutes likely to appear in the hypothesis one says you will find a big difference between male and you may female college students compared to the latest theory out-of equivalent proficiency anywhere between the sexes. This shows which is quite strong or definitive evidence inside the go for out-of a positive change anywhere between people, having a measurements of aftereffect of .34 (.17, .51). Hence, discover evidence that men children features higher observed skills inside digital cartography than the women students. It effect try sustained on addition off a prior delivery having a keen roentgen factor of just one.5 (Bayes grounds = , very good or definitive evidence). With regards to competence from inside the “on the web demonstrations”, the results show good Bayes factor from seven.30, and that shows that the content kissbrides.com find links was 7.31 minutes likely to are available in the fresh new theory that there was a big change ranging from men and women pupils than in brand new theory from equivalent proficiency within sexes. This proves that there is confident or reasonable proof an effective difference between a man and women youngsters, having a size of effect of .twenty eight (.10, .45). Ergo, there is evidence your dudes have higher perceived proficiency inside the developing “on the web demonstrations” as compared to female. This perception is actually sustained whenever and additionally a prior delivery with an enthusiastic r factor of just one.5 (Bayes basis = 5.36), given that shown in the Fig. 1.