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Digital gender gap in university education in Spain. Study of a case for paired samples

机译：西班牙大学教育的数字性别差距。 对配对样品的情况研究

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This article presents a research with the aim of analyzing the use of Information and Communication Tech-nologies (ICT) to promote the empowerment, entrepreneurship, and leadership of women in today's society. We examine the digital gender gap in undergraduate studies in Spain by branch of education and its relationship with the rate of affiliation to the Social Security of graduates of Degree and Cycle after one, two and three years from the completion of their university studies. It is completed with a case study for samples paired with a quasi-experimental method, to determine if the alternative hypothesis of gender inequality in the means of grades, as an assessment of academic performance, could be accepted between two orientations of the subject taught. The results showed, in the experimental group, a higher motivation and in learning higher scores, compared to the control group, not finding statistically significant gender differences in academic performance. As a conclusion, we propose the transformation of teaching-learning methodologies for greater student involvement and more meaningful and relevant learning that contributes to the disappearance of the digital gender gap and empowers women.
机译：本文提出了一个研究，目的是分析信息和通信技术（ICT）的使用，以促进当今社会中妇女权力，企业家精神和领导力。我们通过教育分支研究西班牙的本科研究中的数字性别差距及其与学位毕业生社会保障率的关系，从其大学学习完成后的两年和三年。它完成了用于以准实验方法配对的样品的案例研究，以确定等级的性别不平等的替代假设，作为学术表现的评估，可以接受在教授的两个主题的两个方向之间。结果表明，与对照组相比，在实验组中，在实验组，较高的动机和学习较高的评分，并没有发现学术表现的统计学性质上的性别差异。总之，我们提出了为更高学生参与的教学方法的转变，更有意义和更有意义和相关的学习，有助于减少数字性别差距和赋予妇女的消失。

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