In the age of smartphones, messaging apps like WhatsApp have become more than just a way to keep in touch with friends and family; they’re now playing a big role in how students learn, especially in distance education. A recent study carried out in Ghana has uncovered some eye-opening insights about how university students use WhatsApp to support their learning, and how gender influences their decision to do so.
Distance education is growing fast in many parts of the world, especially in Sub-Saharan Africa. It offers students the chance to learn without being physically present in a traditional classroom, often relying on digital tools to stay connected with teachers and classmates. WhatsApp, with its instant messaging, group chats, file sharing, and voice notes, has become one of the most popular tools for keeping those learning lines open.
The study involved 273 students from two university centres in Ghana, all enrolled in distance education programs. Nearly every participant already had a smartphone and was familiar with WhatsApp, making it a logical tool to investigate for learning support. The researchers set out to understand what motivated students to adopt WhatsApp as a learning tool, and whether men and women approached this technology differently.
Here’s what they found.
First, both male and female students used WhatsApp for learning, but their reasons for doing so weren’t the same. For male students, the biggest driver was performance. If they believed that WhatsApp would help them do better in their studies, like understanding lessons more easily or improving their grades, they were more likely to use it. Female students, on the other hand, were more influenced by the people around them. If friends, family, or instructors encouraged them to use WhatsApp for learning, they were more inclined to do so.
This distinction matters because it shows that simply providing access to a tool like WhatsApp isn’t enough. If educational programs want students to fully adopt such tools, they need to understand what motivates different groups to use them. In this case, motivation is clearly shaped by gender.
Interestingly, the study also found that some factors; like how easy WhatsApp is to use, how confident students felt using mobile technology, or whether they had access to technical support; didn’t differ significantly between men and women. That means both genders generally found WhatsApp accessible and were comfortable using it, but their underlying motivations were different.
So, what does this mean for educators and distance learning providers?
For male students, it’s important to highlight how WhatsApp can help with academic performance. Teachers and administrators should clearly explain and demonstrate how group chats, file sharing, and discussion threads on WhatsApp can improve understanding, boost grades, and make studying more efficient. Schools could also create success stories or testimonials from male students who have benefited from using WhatsApp for learning. This could encourage more students to adopt the tool with confidence.
For female students, the key is social encouragement. Since their decision to use WhatsApp is more influenced by people they trust and look up to, schools should focus on building strong peer networks and support systems. One way to do this is by introducing peer mentoring programs, where female students who are already using WhatsApp for learning can help others get started. Teachers and course coordinators should also openly promote the use of WhatsApp in their communication with students, reinforcing its value in both formal and informal learning.
Another implication is the need for gender-sensitive training for educators. Understanding these subtle differences in motivation can help instructors tailor their approach, making their messaging and support more effective for both male and female students. It’s not about treating students unequally – it’s about meeting them where they are and understanding what drives them to engage.
The study also suggests a wider benefit: when properly encouraged, WhatsApp can help create a more connected and supportive learning environment, even in remote or under-resourced settings. In parts of Africa and beyond, where traditional infrastructure for education can be limited, mobile-based tools like WhatsApp offer an affordable and accessible way to keep students engaged. This is especially true for working students or those living in rural areas who cannot attend regular classes.
In a world where digital learning is quickly becoming the norm, especially post-pandemic, this research offers practical guidance. Educational institutions, particularly those in developing regions, can use this information to shape their digital learning strategies in ways that consider not just access to technology but also the human factors that influence its use.
To sum it up: WhatsApp has great potential to support learning outside the classroom, but the way students embrace it depends partly on their gender. Men are more likely to adopt it if they believe it will help their performance. Women are more likely to use it when encouraged by others. Recognizing and responding to these differences can lead to more inclusive, effective, and empowering learning experiences for everyone.
As education continues to evolve, one thing is clear – tools like WhatsApp aren’t just helping students stay connected; they’re shaping the future of how we learn. And by understanding who’s using them, and why, educators can make sure that no student is left behind.
The study, published in Journal of Educational Technology Development and Exchange, 2025, volume 18, issue 1, pages 154-174 is available at https://doi.org/10.18785/jetde.1801.09
Dr. Douglas Yeboah, Prof. Godfred Y. Koi-Akrofi & Dr. Awo E. Bempong
University of Professional Studies, Accra
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