Abstract
Several studies have tried to prove a pattern of boys underperformance compared to girls in South Africa, notably in reading and literacy. Little attention has been paid to the role of mobile learning in literacy learning. This study investigated gender differences in literacy learning with a mobile reading app called Reading Eggs ™ in a grade 3 classroom in Gauteng. The study aimed to explore how boys in a grade 3 classroom, learn with a mobile reading app compared to girls in the same grade 3 classroom.
The study used a qualitative approach and a case study design, guided by the constructivist-interpretivist paradigm. Six learners were purposively selected to participate in the study to provide insightful information about gender difference when learning literacy with a mobile reading app. Qualitative method, such as semi-structured interviews and observations, were used for data collection. The researcher used in vivo coding to analyse the data, a qualitative coding method where codes are directly derived from the data itself.
The study combined the m-learning configurations model by Strigel & Pouezevara, (2012) with theories of literacy learning and gendered nature of literacy learning. The study's findings revealed that literacy learning using the mobile reading app called Reading Eggs™, showed no significant gender differences even though the findings show a slight gender gap pro-girl in phonics and phonemic awareness.
Key words: Gender, literacy, mobile reading app, mobile learning, grade 3, classroom.