Enhancing computing education and gender equity through the Generalized Intelligent Framework for Tutoring (GIFT) in a developing country

Abstract

This study investigated the impact of a computer-based tutoring system, the Generalized Intelligent Framework for Tutoring (GIFT), on the cognitive achievements of senior high school students in Ghana studying Elective Information and Communication Technology (ICT). Conducted at a resource-constrained school newly equipped with a donated computer laboratory, the study employed a one-group pretest-posttest multiple-baseline quasi-experimental design. Thirty-five students completed four sequential lessons covering Python programming and computer software concepts. Standardized multiple-choice assessments, administered and graded within the GIFT platform, evaluated learning outcomes. Paired-samples t-tests revealed improvements in students’ posttest scores across both content areas. Normality tests confirmed the appropriateness of parametric analyses. Findings demonstrate the potential of structured self-directed digital instruction to enhance ICT education in settings traditionally limited by infrastructural challenges. The study contributes to the discourse on scalable, technology-enhanced learning solutions in low-resource educational environments and provides insights for future interventions using intelligent tutoring systems.