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The Effect of Gender on Performance in a Web-Based Knowledge Communication Task
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Author(s): Ruth Chatelain-Jardon (Texas A&M International University, USA), Jesus Carmona (Texas A&M International University, USA), Ned Kock (Texas A&M International University, USA), Alicia Cavazos-Garza (Texas A&M International University, USA)and Vanessa Garza (Texas A&M International University, USA)
Copyright: 2007
Pages: 3
Source title:
Managing Worldwide Operations and Communications with Information Technology
Source Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59904-929-8.ch266
ISBN13: 9781599049298
EISBN13: 9781466665378
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Abstract
This study was conducted in a mid-sized University in the southern part of the U.S. Eighty subjects participated in an experiment that assessed their performance in learning about international trade terms through a series of web-based screens. The objective of the study was to test the relationships between age, motivation to do well in the task, gender, scholastic ability, (GPA) and performance in a knowledge communication task. Performance was assessed through the participants’ ability to learn about international trade terms (content performance), and to recall aspects of the web-based screens through which those terms were learned (details performance). The results suggest that age positively influences motivation, females have better details performance than males, and GPA positively influences content performance.
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