Information and Communication Technologies and the impact of gender on the writing performance of students with ADHD

Georgia Andreou, Asimina Riga, Nikolaos Papayiannis


The present study investigates whether the use of ICTs improves the writing performance of students with ADHD (Attention Deficit Hyperactivity Disorder). It also examines whether gender affects performance. A number of ADHD students were selected and were assessed for their use of a combination of distinct educational tools. Divided into two separate groups, these students were simultaneously taught the same educational material. One group learned the material by using various computer-based tools, while the other group learned by using paper and pencil. Both groups were asked to write descriptive essays. The findings indicate that the group of students who used ICTs performed better in the task of essay writing than the group who did not. The statistical analysis done to assess the impact of gender on student performance revealed that the boys who used ICTs outperformed the boys who did not. There was no qualitative difference in the girl’s performance, regardless whether they used or did not use ICTs. It seems that gender makes a difference in three areas: students’ attitude toward computers, students’ ability to use computers and students’ actual use of computers.


ICT, ADHD, students’ performance, gender, descriptive essays

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