Abstract

The study examined the influence of gender and attitude of pre-service teachers on habitual use of online instruction in Faculty of Education at Obafemi Awolowo University, Ile Ife, Nigeria. The sample size of 300 part two Education students (150 males and 150 females) was used as sample for the study. Data were collected using 12 items structured questionnaire. The reliability of the questionnaire was determined using Cronbach Alpha and a reliability coefficient of 0.86 was obtained. The results showed that gender was a significantly factor in the usage of online learning. It was also revealed that female Education students showed higher habitual use of online learning than the male student’s teachers. The results also showed that gender significantly influenced attitudinal constructs. Female pre-service teachers were found to have higher habitual use. It was therefore concluded that gender was a determinant factor in the use of online instruction. Not only this, student’s actual usage was determined by their perceived ease of use and usefulness.

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