scholarly journals Female In-Class Participation and Performance Increase with More Female Peers and/or a Female Instructor in Life Sciences Courses

2020 ◽  
Vol 19 (3) ◽  
pp. ar30 ◽  
Author(s):  
E. G. Bailey ◽  
R. F. Greenall ◽  
D. M. Baek ◽  
C. Morris ◽  
N. Nelson ◽  
...  
Keyword(s):  
Life Sciences ◽  
Female Students ◽  
Class Participation ◽  
Course Grades ◽  
And Performance ◽  
Male Instructor

Female students are less likely to participate in class than male peers in life sciences courses of all levels, but they are more likely to participate in classrooms with more female peers. Female students earn lower final course grades than males in classes taught by a male instructor and/or when female students are in the minority.

Sea Urchins and Circuses: The Modernist Natural Histories of Jean Painlevé and Alexander Calder

2018 ◽  
Vol 13 (2) ◽  
pp. 187-211
Author(s):  
Patricia E. Chu
Keyword(s):  
New Media ◽  
Sea Urchins ◽  
Life Sciences ◽  
Three Dimensional ◽  
Machine Age ◽  
Avant Garde ◽  
History Of ◽  
And Performance ◽  
The One ◽  
Natural Historian

The Paris avant-garde milieu from which both Cirque Calder/Calder's Circus and Painlevé’s early films emerged was a cultural intersection of art and the twentieth-century life sciences. In turning to the style of current scientific journals, the Paris surrealists can be understood as engaging the (life) sciences not simply as a provider of normative categories of materiality to be dismissed, but as a companion in apprehending the “reality” of a world beneath the surface just as real as the one visible to the naked eye. I will focus in this essay on two modernist practices in new media in the context of the history of the life sciences: Jean Painlevé’s (1902–1989) science films and Alexander Calder's (1898–1976) work in three-dimensional moving art and performance—the Circus. In analyzing Painlevé’s work, I discuss it as exemplary of a moment when life sciences and avant-garde technical methods and philosophies created each other rather than being classified as separate categories of epistemological work. In moving from Painlevé’s films to Alexander Calder's Circus, Painlevé’s cinematography remains at the forefront; I use his film of one of Calder's performances of the Circus, a collaboration the men had taken two decades to complete. Painlevé’s depiction allows us to see the elements of Calder's work that mark it as akin to Painlevé’s own interest in a modern experimental organicism as central to the so-called machine-age. Calder's work can be understood as similarly developing an avant-garde practice along the line between the bestiary of the natural historian and the bestiary of the modern life scientist.

scholarly journals What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

2021 ◽  
Vol 11 (7) ◽  
pp. 333
Author(s):  
Kerstin Hamann ◽  
Maura A. E. Pilotti ◽  
Bruce M. Wilson
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Causal Attribution ◽  
The United States ◽  
Female Students ◽  
Male Students ◽  
Course Grades ◽  
Success In Higher Education ◽  
And Gender

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

scholarly journals Enhancing Students’ Learning through Early Class Preparation

10.28945/3756 ◽  
2017 ◽  
Author(s):  
Clara A. Nkhoma ◽  
Mathews Nkhoma ◽  
Irfan ulhaq ◽  
Sang Q Mai
Keyword(s):  
Literature Review ◽  
Conceptual Model ◽  
Educational Program ◽  
Future Research ◽  
Student Centered ◽  
Class Participation ◽  
Class Environment ◽  
And Performance ◽  
Successful Collaboration ◽  
Undergraduate Class

Aim/Purpose: Development of a conceptual model linking early class preparation to improve class participation and performance. Background: Class preparation and class participation are precursors for the students’ performance. Methodology: Literature review. Findings: In a student-centered class environment, class preparation remains essential for the successful collaboration and participation. The literature review in this stream reveals that little attention has been paid to undergraduate class levels. Recommendation for Researchers: The literature review shows that there is a need for more research using undergraduate classes. Future Research: Validation and application of model in different educational program and discipline settings

Self-Control and Academic Achievement

2019 ◽  
Vol 70 (1) ◽  
pp. 373-399 ◽  
Author(s):  
Angela L. Duckworth ◽  
Jamie L. Taxer ◽  
Lauren Eskreis-Winkler ◽  
Brian M. Galla ◽  
James J. Gross
Keyword(s):  
Academic Achievement ◽  
Process Model ◽  
Self Control ◽  
Academic Goals ◽  
Course Grades ◽  
Long Run ◽  
The Face ◽  
Standardized Achievement Tests ◽  
And Performance ◽  
The Moment

Self-control refers to the alignment of thoughts, feelings, and actions with enduringly valued goals in the face of momentarily more alluring alternatives. In this review, we examine the role of self-control in academic achievement. We begin by defining self-control and distinguishing it from related constructs. Next, we summarize evidence that nearly all students experience conflict between academic goals that they value in the long run and nonacademic goals that they find more gratifying in the moment. We then turn to longitudinal evidence relating self-control to academic attainment, course grades, and performance on standardized achievement tests. We use the process model of self-control to illustrate how impulses are generated and regulated, emphasizing opportunities for students to deliberately strengthen impulses that are congruent with, and dampen impulses that are incongruent with, academic goals. Finally, we conclude with future directions for both science and practice.

Effects of Chronotypes on Students’ Choice, Participation, and Performance in Online Learning

2017 ◽  
Vol 55 (8) ◽  
pp. 1069-1087 ◽  
Author(s):  
Yi Luo ◽  
Rui Pan ◽  
Jea H. Choi ◽  
Johannes Strobel
Keyword(s):  
Online Learning ◽  
Significant Relationship ◽  
Exploratory Study ◽  
Online Courses ◽  
Biological Clock ◽  
Discussion Board ◽  
Learning Time ◽  
Course Grades ◽  
And Performance ◽  
Blackboard Learn

Introducing a new theoretical framework of chronotypes (inner biological clock), this article presents a study examining students’ choices, participation, and performance in two discussion-heavy online history courses. The study comprised two major parts: a repetition study and an exploratory study. The survey adopted in the repetition study mainly contained questions asking about participants’ preferred time of conducting online learning (a multiple-choice question), why participants choose online learning (7-point Likert scale questions), and questions to identify their chronotypes from the Munich ChronoType Questionnaire. The repetition study confirms the statistically significant relationship among the three factors for choosing online learning: students’ perceived level of control, independence, and satisfaction. A significant correlation is also identified between students’ chronotypes and their preferred online learning time. The second part of the research explored the level of participation and performance of students having different chronotypes. The students’ participation data collected were the timestamps recording each participant’s hits on the Blackboard Learn courses. The performance data were students’ final course grades, discussion board grades, and group wiki grades. The results indicate there is a statistically significant relationship between students’ chronotypes and the time of their activity in online courses. The overall level of participation affects students’ performance in online learning—students who are more active in the learning management system are likely to have higher final course grades. Implications and limitations of the study are discussed.

scholarly journals GENDER AND PERFORMANCE IN ARABIC LANGUAGE LEARNING IN LAGOS

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Tijani Akinola MOGAJI
Keyword(s):  
Language Learning ◽  
Sampling Technique ◽  
Arabic Language ◽  
Female Students ◽  
Survey Method ◽  
Gender Analysis ◽  
And Performance ◽  
Analysis Of Performance ◽  
Better Than

This study focused on gender analysis of performance and enrolment for Arabic Language in a selected Arabic school in Lagos State. The study adopted the survey method for choosing the admitted students during the three years between 2014 and 2016. The purposive sampling technique was employed to select Daaru Da’wah wal Irshaad as a case study. The results revealed that the male Arabic students performed significantly better than the female students. Secondly, it indicated that the enrolment of males is far higher than that of females. The study concludes on the need to encourage the womenfolk to cultivate Arabic learning and sensitize them on the wealth of opportunity accruable from learning the language. Keywords: Arabic language, gender, enrolment, performance, Arabic schools

scholarly journals The Challenges of Homographs among EFL Learners of the College of Foreign Languages

2021 ◽  
Vol 3 (12) ◽  
pp. 01-08
Author(s):  
Latifa Alghamdi
Keyword(s):  
Saudi Arabia ◽  
Female Students ◽  
Foreign Languages ◽  
Learning Problem ◽  
Kingdom Of Saudi Arabia ◽  
Male And Female ◽  
Efl Learners ◽  
And Performance

The purpose of this study was to investigate the erroneous use (misuse) of homographs among EFL learners of the College of Foreign Languages to determine the misuse of homographs among EFL learners, find out the ability of EFL learners to distinguish homographs, and enrich learners with different usage of some words included in the homographs. The sample of the study consisted of 30 participants, 15 each of male and female students, randomly selected from 7th – 8th levels of the College of Foreign Languages in Albaha University, Kingdom of Saudi Arabia. The participants were assigned to (2) different experiments. A homograph definition was given to them at the beginning of the experiments to make sure that they were equivalent and homogenous. Two different tests were undertaken by the students and the results were obtained. The findings revealed a significant deficiency of students in the first experiment in which they were required to give multi-meanings for each homographic word. This led to the conclusion that there is a serious learning problem as seen in the students’ competence and performance.

Does sex (female versus male) influence the impact of class attendance on examination performance?

2011 ◽  
Vol 35 (4) ◽  
pp. 416-420 ◽  
Author(s):  
Ronald N. Cortright ◽  
Heidi L. Lujan ◽  
Julie H. Cox ◽  
Stephen E. DiCarlo
Keyword(s):  
Exercise Physiology ◽  
Female Students ◽  
Conventional Wisdom ◽  
Male Students ◽  
Final Grade ◽  
Class Attendance ◽  
Examination Performance ◽  
Course Grades ◽  
Class Average ◽  
The Impact

The “conventional wisdom” is that grades are related to class attendance, i.e., students who attend classes more frequently obtain better grades and class attendance dramatically contributes to enhanced learning. However, the influence of sex (female vs. male) on this relationship is understudied. Furthermore, there have been several studies examining the impact of attendance on course grades that challenge the conventional wisdom. To address these issues, we determined the effect of class attendance on examination scores for female and male students enrolled in our undergraduate exercise physiology class of 51 students (20 female students and 31 male students). The experiment was designed not to interfere with the normal conduct of the course. Attendance was recorded in each class, and, although regular attendance was encouraged, it was not required and did not factor into the final grades. The final grade reflected the average days of attendance for female students only. Specifically, female students earning a grade above the class average attended 89 ± 4% of the classes; however, female students earning a grade below the class average attended only 64 ± 6% of the classes. In sharp contrast, there was no difference in the number of classes attended for male students earning grades above or below the class average (84 ± 3% vs. 79 ± 5%). Accordingly, some male students were absent frequently but scored above the class average, whereas other male students attended many classes but scored below the class average. Thus, the influence of regular attendance on examination performance is more important for female students than male students.

Mathematics Motivation, Anxiety, and Performance in Female Deaf/Hard-of-Hearing and Hearing Students

2016 ◽  
Vol 38 (3) ◽  
pp. 172-178 ◽  
Author(s):  
Saeed Ariapooran
Keyword(s):  
Hearing Loss ◽  
Goal Orientation ◽  
Hard Of Hearing ◽  
Mathematics Anxiety ◽  
Mathematics Performance ◽  
Female Students ◽  
Deaf Students ◽  
Mathematics Motivation ◽  
And Performance ◽  
And Mathematics

Hearing loss can be a major detriment to academic achievement among students. The present comparative study examines the differences in mathematics motivation, anxiety, and performance in female students with hearing loss and their hearing peers. A total of 63 female students with hearing loss (deaf and hard-of-hearing) and 63 hearing female students were selected to participate in the study. The two groups of students were matched in terms of the city of residence, academic year, academic grade, and age. The Mathematics Motivation Scale and the Mathematics Anxiety Survey were used for data collection. The students’ mathematics scores in the first and second semesters of school were used as indicators of their mathematics performance. The data obtained were analyzed using the MANOVA. The results of the study showed a higher intrinsic goal orientation in both hard-of-hearing and hearing students than in the deaf students; extrinsic goal orientation was higher in the deaf and hard-of-hearing students than in the hearing students; and task value, control belief, and mathematics self-efficacy were lower in the deaf and hard-of-hearing students than in the hearing students. The findings of the study also showed that mathematics test anxiety and mathematics anxiety were higher in the hard-of-hearing and deaf students than in their hearing peers. Moreover, mathematics performance was higher in the hearing students than in their deaf and hard-of-hearing peers.

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