Gender-based Study of Interactive Metadiscourse Markers in EFL Academic Writing

This study aimed at exploring the gender differences in the usage of interactive metadiscourse markers in a sample of EFL academic essays written by male and female EFL majors joining the College of Languages and Translation, Al-Imam Mohammad bin Saud Islamic University. Further, it aimed at supporting the results with justifications in light of the cultural difference and discursive psychology approaches. To achieve this aim, thirty academic essays written by EFL male students and thirty essays written by EFL female students were analyzed based on the metadiscourse framework proposed by Hyland (2005). In order to achieve an acceptable degree of reliability, the essays were first analyzed electronically using a concordance software program. Then, all the interactive metadiscourse markers were examined qualitatively in context to determine their actual functions. The findings of the study indicated that there was a statistically significant difference between male and female students in using some interactive markers namely transitions, frame markers, and code glosses, in which the female students surpassed male students. The qualitative analysis, on the other hand, indicated that the student's psychological and cultural variations might be a source of gender differences regarding the employment of metadiscourse markers. The study also provided some implications for researchers, writing teachers, and textbook publishers in terms of enhancement of metadiscoursal proficiency in EFL writing classrooms.

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Gender-Based Performance in Mathematical Facts and Calculations in Two Elementary School Samples From Chile and Spain: An Exploratory Study

Frontiers in Psychology ◽

10.3389/fpsyg.2021.703580 ◽

2021 ◽

Vol 12 ◽

Author(s):

Violeta Pina ◽

Diana Martella ◽

Salvador Chacón-Moscoso ◽

Mahia Saracostti ◽

Javier Fenollar-Cortés

Keyword(s):

Gender Differences ◽

Exploratory Study ◽

Third Graders ◽

Female Students ◽

Male Students ◽

International Studies ◽

Mathematical Performance ◽

Significant Difference ◽

Calculation Skills ◽

Gender Based

Gender differences in mathematical performance are not conclusive according to the scientific literature, although such differences are supported by international studies such as the Trends in International Mathematics and Science Study (TIMSS). According to TIMSS 2019, fourth-grade male students outperformed female students in Spanish-speaking countries, among others. This work approaches the study on gender difference by examining the basic calculation skills needed to handle more complex problems. Two international samples of second and third graders from Chile and Spain were selected for this exploratory study. Tests on basic mathematical knowledge (symbolic and non-symbolic magnitude comparisons, fluency, and calculation) were administered. The tests did not show significant difference or size effect between genders for mean performance, variance in the distribution of performance, or percentiles. As noted in the existing literature on this topic and reiterated by these findings, great care should be exercised when reporting on possible gender differences in mathematical performance, as these can contribute to low self-concept among female students.

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Gender Based Differences: An Overview of Mental Health

International Journal of Indian Psychology ◽

10.25215/0302.157 ◽

2016 ◽

Vol 3 (2) ◽

Author(s):

Dr. Suhina Chatterjee

Keyword(s):

Mental Health ◽

Standard Deviation ◽

Economic Status ◽

Female Students ◽

Male Students ◽

Male And Female ◽

Socio Economic Status ◽

Significant Difference ◽

Gender Based ◽

Status Data

The study was aimed to investigation the effect of mental health on male and female students. Mental Health Inventory was administered on 50 early adolescents (25 male and 25 female) from different schools of Ranchi. These two groups were further divided according to their socio-economic status. Data was analyzed using mean, standard deviation and‘t’ value. The findings revealed that there was significant difference between male and female students on their mental health level. Male students are more mentally healthy than female students (‘t’=7.48., P<.01). Result further revealed that socio-economic status has no significant effect on mental health.

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Eksplorasi Perbedaan Gender Pada Argumentasi Ilmiah Siswa

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i9.14053 ◽

2020 ◽

Vol 5 (9) ◽

pp. 1327

Author(s):

Nurul Atqiya ◽

Lia Yuliati ◽

Markus Diantoro

Keyword(s):

Gender Differences ◽

Random Sampling ◽

Sampling Technique ◽

Female Students ◽

Male Students ◽

Scientific Argumentation ◽

Male And Female ◽

Purposive Sampling ◽

Significant Difference ◽

Level 1

Abstract: Studies about neuroscience reported that women and men have differences in some parts of their brain. Women and men have different ways to encrypt memories, solve problems, and make decisions. This study aimed to explore and raise gender differences in scientific argumentation. There were 80 students (40 female and 40 male students) selected by random sampling technique from two schools in Malang. Each student was given eight essays about Newton’s Law as the instrument of scientific argumentation. To analyze the data, the kruskal-wallis test was conduced (P<0.05 was considered a significant difference). The result showed that (1) There was significant difference between male and female students’ scientific argumentation; (2) Female students’ were better at prividing claim, evidence, and reasoning in scientific argumentation than male students’; (3) Students’ scientific argumentation were insufficient category, claim, evidence, and reasoning in level one. These findings could be used as consideration in the next study especially about learnings to improve students’ scientific argumentation.Abstrak: Penelitian tentang neuroscience mengungkapkan bahwa laki-laki dan perempuan memiliki perbedaan di beberapa bagian otak mereka. Ada perbedaan cara dalam memproses memori, memecahkan masalah, dan membuat keputusan antara laki-laki dan perempuan. Penelitian ini bertujuan untuk mengeksplorasi perbedaan gender dalam argumentasi ilmiah. Ada 80 siswa (40 siswa laki-laki dan 40 siswa perempuan) dipilih dengan teknik purposive sampling dari dua sekolah di Malang. Setiap siswa diberi delapan esai tentang Hukum Newton sebagai instrumen argumentasi ilmiah. Uji krusial-wallis dilakukan (nilai-p < 0,05 dianggap sebagai perbedaan yang signifikan). Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan argumentasi ilmiah yang signifikan antara siswa laki-laki dan perempuan; (2) Claim, evidence, dan reasoning dalam argumentasi ilmiah yang dikemukakan siswa perempuan lebih baik daripada laki-laki; (3) argumentasi ilmiah siswa dalam kategori kurang dengan level claim, evidence, dan reasoning dalam level 1. Temuan ini dapat digunakan sebagai pertimbangan dalam studi argumentasi ilmiah berikutnya terutama pembelajaran-pembelajaran yang tepat untuk meningkatkan argumentasi ilmiah siswa.

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Impact of Violent Experiences and Social Support on R-NSSI Behavior among Middle School Students in China

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18073347 ◽

2021 ◽

Vol 18 (7) ◽

pp. 3347

Author(s):

Kun Liu ◽

Xueyan Yang ◽

Moye Xin

Keyword(s):

Social Support ◽

Influencing Factors ◽

Empirical Support ◽

Female Students ◽

Male Students ◽

Male And Female ◽

Self Injury ◽

Significant Difference ◽

Main Effect ◽

Nonsuicidal Self Injury

Repetitive nonsuicidal self-injury (R-NSSI) is an extreme manifestation of nonsuicidal self-injury (NSSI) behavior that causes bodily harm and emotional and personality disorders. It is a growing concern, especially among adolescents; therefore, this study aims to provide empirical support for effective interventions on R-NSSI behavior among adolescents in China. We used data of about 1180 students from a survey conducted in seven middle schools in Xi’an, China, and applied multiple logistic regression to analyze NSSI and R-NSSI among male and female students, including their influencing factors. We found no significant difference between male and female students’ R-NSSI; however, regarding influencing factors, male students had more violent experiences and less social support than female students. Parental and familial factors played the most prominent role in social support. Social support was found to be a main-effect mechanism in the effect of violent experiences on R-NSSI among male students, whereas the mechanism had both a main effect and a certain buffer effect among female students. R-NSSI was found to be more prevalent among younger children, children with siblings, and those with romantic relationship experiences. We also found that healthy adolescent development involves the participation of families and schools. Health education should be conducted according to the students’ sex and characteristics.

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Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

International Journal of Indian Psychology ◽

10.25215/0203.037 ◽

2015 ◽

Vol 2 (3) ◽

Author(s):

Mohd Hasan ◽

Salahuddin Khan

Keyword(s):

Academic Achievement ◽

Mathematics Achievement ◽

Secondary School ◽

Female Students ◽

Male Students ◽

Achievement Scores ◽

School Students ◽

Male And Female ◽

Significant Difference ◽

And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

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Identification of Senior High School Students' Problem-Solving Skill on Static Electricity Based on Gender

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v9i2.9670 ◽

2021 ◽

Vol 9 (2) ◽

pp. 208

Author(s):

Nurul Atqiya ◽

Dibyaratna Sy. ◽

M. Pathurrozi ◽

Sentot Kusairi

Keyword(s):

High School Students ◽

Problem Solving ◽

Sampling Technique ◽

Female Students ◽

Male Students ◽

P Value ◽

Research Subjects ◽

School Students ◽

Male And Female ◽

Significant Difference

This research aimed to identify differences in problem solving skill between male and female students. The research subjects were 50 students (21 male and 29 female) who were taken by random sampling technique from two high schools in Malang. The research instrument was adapted from problem solving instruments of Maries & Singh (2018). The data was analyzed by statistic descriptive and Kruskall Wallis test (p-value <0.05). The results showed that overall, there was no significant difference between male and female students (p-value>0.05). However male students performed better than female students on preparing the action (p-value<0.05). The results of this research can be a consideration and input for practitioners of education to improve the quality of education, especially in Indonesia.

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KEPEDULIAN LINGKUNGAN SISWA DITINJAU DARI ASPEK PENGETAHUAN TENTANG KONSEP DASAR EKOLOGI DAN GENDER

Jurnal Ilmiah Pendidikan Lingkungan dan Pembangunan ◽

10.21009/plpb.182.05 ◽

2017 ◽

Vol 18 (02) ◽

pp. 64-77

Author(s):

Suhardin Suhardin

Keyword(s):

Data Analysis ◽

Comparative Analysis ◽

Basic Concept ◽

Environmental Concern ◽

Female Students ◽

Male Students ◽

Environmental Concerns ◽

Male And Female ◽

Significant Difference ◽

Basic Concepts

The objective of this research is to know the diffrences of environmental concern as well as to find out the relionship between basic concept of ecology knowledge with environmental concern among male and female students. The Comparative Analysis was conducted in SMA Depok involving 96 students chosen by using purposive random sampling.The data analysis and interpretation indicated that: 1. There is significant correlation in students basic concepts of ecology knowledge between with the environmental concerns, 2. There is verry significant difference students among male and female environmental concerns 3. There is significant correlation in male students basic concepts of ecology knowledge between with the environmental concerns, 4. There is significant correlation in female students basic concepts of ecology knowledge between with the environmental concerns.

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Turn-taking and gender differences in language classroom

Journal of NELTA ◽

10.3126/nelta.v23i1-2.23349 ◽

2018 ◽

Vol 23 (1-2) ◽

pp. 54-67

Author(s):

Kaukab Abid Azhar ◽

Nayab Iqbal

Keyword(s):

Gender Differences ◽

Female Students ◽

Male Students ◽

First Year ◽

Female Teacher ◽

Male And Female ◽

Language Classroom ◽

And Gender ◽

The University ◽

Mixed Gender

The study aims at studying gender differences in the ways male and female students take turns and participate in a mixed-gender classroom. Two groups of first-year English compulsory classes held at two different departments (Geography and Economics) at the University of Karachi took part in the study. The results revealed that in the Geography Department, where there was a female teacher, male students were more dominating as compared to the female students who hardly participated in the class. They took more turns and participated better in the classroom discussion. In addition, they also interrupted the teacher and the female counterparts when they tried to contribute to the discussion. On the other hand, at the Department of Economics, female students had more number of turns. They dominated the classroom as compared to the male students. Besides, the study revealed that the gender of the teacher played an important part in shaping the discourse taking place in the classroom.

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Interaction and Communication: An Examination of Gender Differences in Elementary Student Mathematics and Science Learning Using CMC

Journal of Educational Technology Systems ◽

10.2190/03q1-v1n4-pctf-xw0y ◽

2002 ◽

Vol 30 (4) ◽

pp. 403-426 ◽

Cited By ~ 1

Author(s):

Qing Li

Keyword(s):

Gender Differences ◽

Science Learning ◽

Sixth Grade ◽

Female Students ◽

Male Students ◽

Elementary Student ◽

Interaction Patterns ◽

Male And Female ◽

Language Functions ◽

Mathematics And Science

In this study, gender difference is explored from two perspectives: 1) student interaction patterns, and 2) communication patterns. The data used is collected from a fifth- and sixth- grade classroom in an inner city elementary school in Toronto, Ontario. There were 24 students (12 male students and 12 female students) in the class. First, the interaction patterns of students' mathematics and science learning were examined in terms of turn taking, conversation initiating, and conversation following. The results of the analysis show that male students still take more turns in this CMC setting. Male and female students are equally likely to initialize topics. Those male generated messages were significantly less likely to be followed than those female generated messages. But male and female students are just as likely to follow and support previous messages in this CMC setting. Based on these results, gender differences are then examined with respect to student communication pattern. Communication is explored in terms of language functions. The analysis of the data indicates that female students tend to request more information, but offer fewer explanations and opinions than male students do. With respect to connected initiating messages, female students are found to be similar to male students in the use of the five language functions. However, moving to conversation development, two significant gender differences are found in student use of language functions: female students tend to request more information but offer fewer explanations than male students do in those followed-up messages.

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FACTORS OF AFFECTING THESIS COMPLETION BY USING CHAID METHOD BASED ON GENDER

HUMANISMA : Journal of Gender Studies ◽

10.30983/humanisme.v3i1.1498 ◽

2019 ◽

Vol 3 (1) ◽

pp. 27

Author(s):

Haida Fitri ◽

Aniswita Aniswita ◽

Charles Charles

Keyword(s):

Gender Differences ◽

Statistical Analysis ◽

Secondary Data ◽

Female Students ◽

Islamic Education ◽

Male Students ◽

English Department ◽

Male And Female ◽

Allocation Of Time

Thesis as one of the requirements to obtain a bachelor degree, ideally it can be completed in one semester, but many students finish the thesis more than the allocated time. This condition is caused by many factors including gender differences, male and female students have many differences especially in the allocation of time to finish a thesis. This research aimed to find out the factors that influence the time needed to finish a thesis and the classification of these factors based on their gender. The factors observed were GPA, gender and competence of the supervisor, types of research used, source of the data and technique of the data collection. The statistical analysis used was the CHAID method. The result of this study showed that out of 387 male students who have graduated in period I to VI, it was found that the factors which influence them to finish their thesis were GPA. While for female students, out of 1150 data, three factors that influence them were major, sources of data and expertise areas of the main supervisors. Moreover, three characteristics of students who finish thesis longer than 6 months were male students with a GPA less than 3,34, female students from Islamic Education/English Department/Math Department with the source primary/ secondary data or others, and female students from guidance and couceling department by the psychologist’s/ others as main supervisor.Keywords: thesis, allocated time to finish thesis, CHAID method.

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