Digital Literacy in mathematics Among Secondary School Students: Gender and Regional Differences.

Abstract

The present study investigates the influence of gender and region on digital literacy in relation to achievement in mathematics among secondary school students. With the increasing integration of digital tools into mathematics instruction, understanding demographic disparities in digital competencies has become essential. The study employed a quantitative research design and analyzed data collected from students representing diverse gender and regional backgrounds. Results revealed significant differences across both variables. Girls demonstrated higher levels of digital literacy compared to boys (p = 0.002), suggesting stronger engagement with and utilisation of digital learning resources. Similarly, urban students outperformed their rural counterparts (p = 0.003), highlighting persistent inequalities in access to digital infrastructure and technologically enriched learning environments. These findings underscore that demographic factors continue to shape students’ readiness to engage with digital mathematics learning. The study emphasizes the need for targeted interventions, improved digital access in rural areas, and gender-responsive digital pedagogies to ensure equitable opportunities for all learners. Implications for curriculum development, teacher training, and future research are also discussed.