scholarly journals INTELLIGENCE AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AT UNIVERSITY LEVEL: A STUDY OF STUDENTS’ BELIEFS

2021 ◽  
Vol 9 (2) ◽  
pp. 388-396
Author(s):  
Sadaf Naz ◽  
Muhammad Ilyas Khan ◽  
Syed Afzal Shah ◽  
Anjum Qayyum
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Significant Relationship ◽  
Male Students ◽  
Mathematics Students ◽  
Male And Female ◽  
New Thinking ◽  
University Level ◽  
And Mathematics

Purpose of the study: The current study explored a possible association between students’ beliefs about their intelligence and academic achievement and compared gender differences in terms of these two variables. Methodology: The sample of the study comprised of four hundred and fifty (male and female) MSc mathematics students, randomly selected from seven public sector universities of Khyber Pakhtunkhwa, Pakistan. A scale developed by Dweck (1999) was adapted to collect data for this study. Academic achievement was measured through students’ previous examination scores. Findings: Findings of the study showed that male students believed more in ‘incremental’ intelligence and had significantly higher academic achievement as compared to their female counterparts. A significant relationship was found between students’ beliefs in ‘incremental’ intelligence and their academic achievement. Applications of the study: The study has important implications for teachers and academics in the subjects of science and mathematics. This study also has implications for policies planners and administration in terms of developing an understanding regarding the role of students’ beliefs about intelligence and academic achievement. The study could lead to new thinking about ways to work on the beliefs of students that could result in better academic achievement. The novelty of this study: The study could also lead to further studies regarding the role of gender in affecting incremental beliefs and academic achievement.

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

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.

scholarly journals Gender Differences in Academic Achievement in Saudi Arabia: A Wake-Up Call to Educational Leaders

2019 ◽  
Vol 15 (15) ◽  
Author(s):  
Abdourahmane Barry
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Saudi Arabia ◽  
Educational Leaders ◽  
Female Students ◽  
Male Students ◽  
Embryonic Stage ◽  
Education Attainment ◽  
Male And Female ◽  
Equity In Education

Educational leaders must consider equity in education as a priority to make sure all students receive the best education possible. Studies on this topic in Saudi Arabia, however, are still in the embryonic stage. This article, thus, examines whether significant differences in academic achievement exist between male and female students based on gender, subject value, and expectations of education attainment. From a sample study of 3,759 students, the findings showed that female outperformed male students in both math, science, and their domains. Further, the more students value a subject or expect to go far in their education, the higher the score for both students, but female still outperformed male students. Educational leaders should considerthese findings a wake-up call to the persistent academic achievement disparities.

The Role of Gender on Student Success

2017 ◽  
pp. 1542-1558
Author(s):  
Tuncay Bayrak ◽  
Anil Gulati
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Information Systems ◽  
Graduate Students ◽  
Student Success ◽  
Graduate Program ◽  
Female Students ◽  
Male Students ◽  
Introductory Course

Numerous studies have investigated why computers are perceived as being a male domain. In this study, the authors examine intra-gender differences among undergraduate and graduate students who enrolled in Management Information Systems (MIS) courses and attempt to answer such questions as do males achieve significantly higher scores in MIS courses? Does instructor gender affect female students' academic achievement? Do females underperform males in achievement at either or both undergraduate and graduate levels? This paper provides findings which demonstrate that female students performed significantly better than their male counterparts in the two introductory undergraduate MIS courses and performed equally well in an upper lever MIS course and an introductory course in the graduate program. Male students were impacted by the gender of the teacher. Even though it was not a main focus of the present study, the authors cannot resist making a casual observation that female teachers were more effective in the classroom.

scholarly journals Scientific Temper and Academic Achievement among Tribal and Non-Tribal Students

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Azad Ahmad Andrabi ◽  
Nayyar Jabeen
Keyword(s):  
Academic Achievement ◽  
Significant Relationship ◽  
Random Sampling ◽  
Sampling Technique ◽  
Female Students ◽  
Stratified Random Sampling ◽  
Jammu And Kashmir ◽  
Male And Female ◽  
Tribal Group ◽  
Adolescent Students

The present investigation is a comparative study in which a total of 564 tribal and non-tribal adolescent students of Jammu And Kashmir State were selected by stratified random sampling technique. The tribal and non-tribal students were compared for the relationships between academic achievement and scientific temper. Data collected by The Scientific temper scale (2008) by Showkat and Nadeem showed a significant relationship between academic achievement and scientific temper in non-tribal adolescents only. Further gender wise comparisons revealed that male and female students of non-tribal group had significant relationship between the two variables as compared to tribal group.

scholarly journals ACADEMIC ACHIEVEMENT IN ENVIRONMENTAL SCIENCE OF B.ED. STUDENTS

2021 ◽  
pp. 16-19
Author(s):  
Mrs.V.Gnanaselvi ◽  
Dr. Edward William Benjamin
Keyword(s):  
Academic Achievement ◽  
Environmental Education ◽  
Significant Relationship ◽  
Environmental Science ◽  
Science Students

The role of Environmental education is perceived as one that would generate awareness and provide opportunities to gain knowledge, attitudes and skills which are required to protect and improve the environment. This study examines Academic Achievement in Environmental Science of B.Ed.students, with reference to their Gender, Stream of Subjects and Qualification. The Academic Achievement in environmental science was collected from the respective colleges. The results of the present study reflect that there is no significant relationship with respect to Gender, there exist significant relationship in Academic Achievement of Environmental science between Arts and Science students and Undergraduate and Postgraduates student. KEYWORDS: Environmental science, Academic achievement, B.Ed. students.

scholarly journals Turn-taking and gender differences in language classroom

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.

scholarly journals Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity

2020 ◽  
Vol 12 (14) ◽  
pp. 5768
Author(s):  
Nieves Moyano ◽  
Alberto Quílez-Robres ◽  
Alejandra Cortés Pascual
Keyword(s):  
Academic Achievement ◽  
Cognitive Abilities ◽  
Verbal Fluency ◽  
Self Esteem ◽  
Cognitive Factors ◽  
Mediating Role ◽  
Motivation For Learning ◽  
And Mathematics ◽  
The One

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.

scholarly journals Gender differences in audio-vestibular disorders

2020 ◽  
Vol 34 ◽  
pp. 205873842092917
Author(s):  
Virginia Corazzi ◽  
Andrea Ciorba ◽  
Piotr Henryk Skarżyński ◽  
Magdalena B Skarżyńska ◽  
Chiara Bianchini ◽  
...  
Keyword(s):  
Gender Differences ◽  
Clinical Outcome ◽  
Potential Role ◽  
Vestibular Disorders ◽  
Men And Women ◽  
Male And Female ◽  
Vestibular Tests ◽  
Medical Disciplines ◽  
The Relationship

In the last years, the attention to the role of gender in physiopathology and pharmacology of diseases in several medical disciplines is rising; however, the data on the relationship between gender and audio-vestibular disorders are still inconclusive and sometimes confusing. With this letter to the editor, we would like to review the role of gender in audio-vestibular disorders. Literature data show that anatomic variances of the inner ear do exist in men and women and that the different physiology and/or hormonal influence between genders could produce different clinical outcome of routine audiological and vestibular tests. Beyond the epidemiological gender-related differences, the clinical data suggest that the gender has a potential role as an etiopathogenetic factor in audio-vestibular disorders and it is probably responsible for the different clinical features observed between male and female subjects.

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

2002 ◽  
Vol 30 (4) ◽  
pp. 403-426 ◽  
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.

scholarly journals Gender differences in the correlates of academic achievement among university students

2017 ◽  
Vol 9 (2) ◽  
pp. 313-324 ◽  
Author(s):  
Sarah Pirmohamed ◽  
Agata Debowska ◽  
Daniel Boduszek
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Study Time ◽  
Female Students ◽  
Future Research ◽  
Performance Goal ◽  
Male And Female ◽  
Content Type

Purpose Prior research has highlighted gender differences in academic motivational attributes, and how these predict academic achievement for each gender; however, a vast amount of inconsistency exists amongst such literature. The purpose of this paper is to examine the predictive value of academic motivation (achievement goal, leaning goal, performance goal (PG), self-efficacy (SE), and active learning strategies (ALS)) and study time in explaining academic achievement amongst male and female students. Design/methodology/approach Cross-sectional survey design was applied. Participants were sampled opportunistically, and consisted of final year undergraduate students, including both males (n=126) and females (n=189) attending various courses at a UK university. Findings A multiple regression analysis carried out for each gender revealed that study time, ALS, PG, and SE were significant predictors of achievement for males, whereas SE was the only significant predictor of achievement for females. Originality/value These findings offer practical implications in terms of methods employed by educators to enhance academic achievement. Such implications highlight the importance of the development of SE in both genders and propose methods in which universities can enhance motivation in male and female students. Recommendations for future research are also made.

Sign in / Sign up

Export Citation Format

Share Document