scholarly journals Impact Of Metacognitive Awareness On Performance Of Students In Chemistry

2010 ◽  
Vol 3 (10) ◽  
pp. 39 ◽  
Author(s):  
Fazal ur Rahman ◽  
Nabi Bux Jumani ◽  
Muhammad Ajmal Chaudry ◽  
Saeed ul Hasan Chisti ◽  
Fahim Abbasi
Keyword(s):  
Female Students ◽  
Metacognitive Awareness ◽  
Science Students ◽  
Test Results ◽  
Male And Female ◽  
Significant Difference ◽  
The Subject ◽  
The Impact

The impact of metacognitive awareness on students’ performance has been examined in the present study. 900 students of grade X participated in the study.  Metacognitive awareness was measured using inventory, while performance of students was measured with the help of researcher made test in the subject of chemistry.  Results indicated that metacognitive awareness was significantly correlated with the performance of students.  The highly metacognitively aware science students performed well on the test.  Results further indicated that there was no significant difference in the metacognitive awareness of male and female students.  

SENSITIVITAS ETIS MAHASISWA ATAS PENGGELAPAN PAJAK

2017 ◽  
Vol 8 (2) ◽  
pp. 178-195
Author(s):  
Nurma Risa
Keyword(s):  
Tax Evasion ◽  
Female Students ◽  
T Test ◽  
Study Program ◽  
Male And Female ◽  
Political Sciences ◽  
Significant Difference ◽  
The Subject ◽  
And Gender ◽  
Management Students

This study aims to prove that there is a difference of perception about ethics on tax evasion in UNISMA Bekasi students, based on selected study program and gender. The sample of this research is the students who have fulfilled the subject of taxation, at the Faculty of Economics (FE) and Faculty of Social and Political Sciences (FISIP). Using independent t-test, the results showed that there was no significant difference of perception about tax evasion ethics between FE and FISIP students. But significant differences the perception of tax evasion ethics occur between accounting and management students at FE. Significant differences also did not occur between male and female students

scholarly journals Outdoor School Activities Strategy for Enhancing Student’s Academic Achievement and Retention in Science in Delta South Senatorial District

2020 ◽  
Vol 10 (1) ◽  
pp. 98
Author(s):  
Edarho Oghenevwede Oyovwi
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Science Achievement ◽  
Female Students ◽  
Science Students ◽  
Male And Female ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Science Activities

The study examined the effects of outdoor science activities on student’s academic achievement and retention in science in Delta South Senatorial District. The quasi-experimental design was used specifically, the non-equivalent pre-test, post-test control group design. Four research questions and hypotheses were raised and formulated to guide the study. The population consists of all senior secondary school two (SSII) science students in all the Government-owned public schools in the Senatorial District with an estimation of fifteen thousand, two hundred and seventy-five students (15,275). A sample of two hundred and fifty (250) SSII science student’s randomly selected from four (4) public mixed secondary schools in the Senatorial District was used for the study. The instrument used for data collection was the Science Achievement Test (SAT) which was validated by experts in the field of Science, Measurement and Evaluation. The reliability of the instrument was established using Kuder-Richardson formula 21 which yielded coefficient of internal consistency of 0.82. Data were collected by administering the Science Achievement Test (SAT) as a pre-test. Post-test and post-post-test (follow up test). The data obtained were analysed using mean, standard deviation, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The results showed that there was a significant difference in the mean achievement and retention scores between students taught using outdoor science activities and those taught without outdoor science activities. There was no significant difference in the mean achievement scores between male and female students taught science with outdoor science activities and there was a significant difference in the mean retention scores between male and female students taught science with outdoor science activities in favour of male students. Based on the findings, it was concluded that outdoor science activities may be an option in promoting students’ academic achievement and retention in science students. Based on this, it was recommended that science teachers should adopt outdoor science activities in teaching science at the secondary school levels and that Government should provide an essential outdoor learning environment in schools to facilitate outdoor science activities.

scholarly journals CORRELATION BETWEEN CONSCIENTIOUSNESS AND READING COMPREHENSION ACHIEVEMENT

2020 ◽  
Vol 6 (2) ◽  
pp. 107-119
Author(s):  
Intan Permata Sari ◽  
Ida Rosmalina ◽  
Erlina Erlina
Keyword(s):  
Reading Comprehension ◽  
Social Science ◽  
Natural Science ◽  
Achievement Test ◽  
Female Students ◽  
P Value ◽  
Science Students ◽  
Male And Female ◽  
Significant Difference ◽  
Data Reading

Conscientiousness is one of the personality traits that defined as an individual tendency to be organized, thorough, controlled, decisive and dependable. This study was done to find out (1) the correlation between conscientiousness and reading comprehension achievement, (2) the significant difference in conscientiousness and reading comprehension achievement between male and female students, (3) the significant difference in conscientiousness and reading comprehension achievement between social science students and natural science students, and (4) the contribution of conscientiousness to reading comprehension achievement.  The population of the study was the eleventh grade students of SMA Negeri 20 Palembang. One hundred students were purposively taken as sample on the basis of equal numbers of gender and major.  To collect the data, reading comprehension achievement test and conscientiousness questionnaire were distributed to students and analyzed statistically. The findings showed conscientiousness and reading comprehension achievement significantly correlated (p value = 0.460) and the contribution of conscientiousness to reading comprehension achievement was 20.4%. The significant difference in reading comprehension achievement in gender and major was found; female and natural science students were better. The different result was obtained in conscientiousness. It implied that students tend to had similar perception toward conscientiousness regardless their gender and major.

THE IMPACT OF TRILIGUALISM ON SUSTAINING ATTENTION: THE CASE OF IRANIAN TRILINGUALS

2012 ◽  
Vol 5 ◽  
pp. 100-117
Author(s):  
Saeed Khojaste Nam
Keyword(s):  
Linguistic Diversity ◽  
Test Battery ◽  
Attention Span ◽  
Male And Female ◽  
Cultural Norm ◽  
Span Test ◽  
Significant Difference ◽  
The World ◽  
The Subject ◽  
The Impact

In recent decades, multilingualism as an essential social and cultural norm has been the subject of extensive interest and attention all over the world. A significant number of experts have investigated multilingual individuals and societies from different perspectives to find out how multilingualism impacts on people's ability. However, multilingualism has been neglected in Iran in spite of the linguistic diversity that exists. The present study, in which 468 male and female trilinguals and monolinguals participated, attempts to enter a new arena in terms of multilinguals' abilities, ie attention span, and find out if there is any significant difference between tri- and monolingual participants in terms of their performance on the MAAS attention span test. Analyzing the collected data from the groups through the use of the attention span self reported test battery, it has been revealed that trilinguals outperformed monolinguals.

scholarly journals Gender differences in the impact of COVID-19 pandemic on socio-economic and psychological wellbeing of students in Russia

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
A Andreenkova ◽  
EV Andreenkova
Keyword(s):  
Social Ties ◽  
Depression Scale ◽  
Female Students ◽  
Psychological Wellbeing ◽  
Survey Method ◽  
Strong Impact ◽  
Male And Female ◽  
Significant Difference ◽  
Academic Workload ◽  
The Impact

Abstract Background Pandemic of COVID-19 had strong impact on young people in high education whose life plans, education prospects and personal networks were threatened. Based on theoretical framework of differential consequences of catastrophic events for less privileged groups, we explore the impact of pandemic (IP) on genders in student communities. Methods The C19 ISWS survey was conducted in spring 2020 by web-survey method among students of Russian universities (2738 cases). IP was measured in five domains: 1) socio-economic: subjective evaluation of economic wellbeing before and during the pandemic; 2) psychological (Depression Scale CES D8); 3) social ties: change in frequency of contact with family and friends, intensity of contacts in hours per day; 4) physical health (experience of COVID symptoms); 5) academic workload in hours before and during pandemic. ANOVA analysis was used to investigate strength of impact on gender groups after controlling for other factors (age, city, grade). Results Change of financial wellbeing experienced 39% of students with 4% significant difference between male and female students. Male and females had different mental reaction to COVID on few aspects - anxiousness (13 points difference), apathy (12 points), restlessness (9 points) and general depression (7 points), but not on social aspects as loneliness and isolation. IP was not differential for health (22% in average experienced the symptoms of COVID), academic workload (decreased hours per day on 5% for both genders) and social ties (strong decrease in contacts with friends, small decrease in contacts with family but similar by genders). Conclusions IP is strong and differential by gender for socio-economic and socio-psychological wellbeing, but similar for social communication and social ties, health and academic workload. These results may serve as a basis for forming more effective communication strategies and social support to mitigate IP for male and female students.

scholarly journals College Majors and their Harmony with Students’ Multiple Intelligences

2021 ◽  
Author(s):  
Eiad Alnajjar
Keyword(s):  
Multiple Intelligences ◽  
Female Students ◽  
Science Students ◽  
College Administration ◽  
College Majors ◽  
Male And Female ◽  
Significant Difference ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
Undergraduate Science

This study aims to explore the harmonisation of scientific specialisation for undergraduate science students using multiple intelligences (MI), their relationship to academic achievement (GPA) and the students’ attitudes towards science. The sample consists of 198 male and female students chosen randomly from different year groups in the departments of physics and chemistry at Al-Qunfudah College at Umm Al-Qura University in Saudi Arabia. The study used a tool to survey MI and a questionnaire to measure the sample’s attitudes towards science. The researcher obtained the students’ GPAs from the college administration department. The results showed that the ranking of intelligences for the sample, respectively, was existential, logical, interpersonal, kinaesthetic, naturalistic, visual, intrapersonal, linguistic and musical. There was consistency between the levels of students’ MI with their science specialisation. There was no significant correlation between the levels of study, GPA variables and attitudes towards science. There was a significant and positive increasing correlation between GPA and each of the following MI: logical, intrapersonal and existential. There was a significant difference between attitudes towards science in favour of chemistry, a significant difference between the medians of existential intelligence in females and a significant and positive increasing correlation between the attitudes towards science and existential intelligence.

scholarly journals Comparison of Eurofit Test Results of 11-17-Year- Old Male and Female Students in Kosovo

2017 ◽  
Vol 13 (31) ◽  
pp. 138
Author(s):  
Milaim Berisha ◽  
Murat Cilli
Keyword(s):  
Rural Areas ◽  
Handgrip Strength ◽  
Female Students ◽  
The Other ◽  
Test Results ◽  
Male And Female ◽  
Significant Difference ◽  
Anthropometric Characteristics ◽  
Endurance Tests ◽  
Males And Females

This study aims to compare EuroFit test results of 11-17-year-old males and females in Kosovo. 742 students were included in the study. 347 females and 395 males were determined by random selection from the schools in urban and rural areas of all regions. Kosovo's general population rate (52% male 48% female) was considered when determining the proportion of male and female students. Anthropometric characteristics including height, weight, and Body Mass Index (BMI) of students and the motoric characteristics including the values obtained from the tests such as flamingo balance, plate tapping, sit and reach, standing broad jump, handgrip strength, sit-ups (30 sec), bent arm hang, 10x5m shuttle run and 20 m endurance were compared. As a result, there was no statistically significant difference between the anthropometric characteristics of male and female students in adolescence; however, it was observed that as the age increased, males became heavier and taller than females (p<0.05). In general, while there was no statistically significant difference between males and females in flamingo balance, plate tapping and sit and reach tests (p> 0.05), males were determined to be more successful than females in standing broad jump test, handgrip strength test, sit-ups (30 sec) and 20 m endurance tests (p<0.05). It is observed that students in Kosovo are more successful than the other countries regarding motoric tests such as the anthropometric characteristics, which are thought to be more related to genetics, and speed/agility of arms and legs. On the other hand, they are unsuccessful in comparison with other countries with regard to flexibility and endurance in tests which are thought to be influenced by factors such as lifestyle, nutrition, and training.

scholarly journals Effects of E-Learning Media on Cognitive Skills Enhancement of Students

2018 ◽  
Vol III (I) ◽  
pp. 176-193
Author(s):  
Rahmat Ullah Khan ◽  
Hafiz Muhammad Inamullah ◽  
Hafiz M Irshadullah
Keyword(s):  
Cognitive Skills ◽  
Female Students ◽  
Control Group ◽  
Science Students ◽  
Male And Female ◽  
Significance Level ◽  
E Learning ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

The significant time that learners spend on using e-learning media for teaching learning purpose at schools and homes creates some thought provoking questions like how the use of e-learning media may influence cognitive skills enhancement?, and if it does have influence, then how much? The study evaluates the effects of e-learning media on cognitive skills enhancement of science students respectively, and compares the impact of elearning media on cognitive skills enhancement of male and female science learners. The study is experimental in nature. Results of the study are tested at significance level alpha: a = 0.05. After conducting pre-tests, treatment and post-tests, it is found that the post-test results of male and female science students are better than their pre-test. It is also found that the cognitive skills enhancement score of both genders of students of experimental group is higher than the score of both genders of students of control group on the basis of post-tests scores. It is also found that there was no difference between cognitive skills enhancement score of male students of experimental group and that of female students of experimental group on the basis of post-tests scores. Consequently, it is concluded that the use of e-learning media has considerable positive effect on the achievement of male and female science students and it enhances their cognitive skills, but no considerable difference was observed between the cognitive skills enhancement of male and female students using e learning media.

scholarly journals Level of Metacognitive Awareness Strategies among Technical Students

2019 ◽  
Vol 8 (6S3) ◽  
pp. 669-774
Keyword(s):  
Teaching And Learning ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Metacognitive Awareness ◽  
Field Of Study ◽  
Test Analysis ◽  
Male And Female ◽  
Significant Difference ◽  
The Difference ◽  
High Level

Metacognitive strategy awareness is important to solve many problems especially in the teaching and learning process as well as in one’s career. This survey aims to identify the level of metacognitive awareness strategies among polytechnic students according to demographics, and also the difference between the level of metacognitive awareness strategies based on gender and the field of study of students. The sample of the study consists of 361 students who attended Diploma in Civil Engineering (132 students), Diploma in Electrical Engineering (121 students) and Diploma in Mechanical Engineering (108 students). The design of this study is survey using the quantitative approach. The research instrument used is the Metacognitive Strategies Awareness Inventory (MAI) with two main constructs, knowledge of cognitive and regulation of cognitive. These are used to determine the level of metacognitive awareness strategies. All data was analyzed using SPSS software and presented in the form of mean score, frequency and percentage. The results show that all male and female students have high level in metacognitive strategies awareness. The T-Test analysis shows that there is a significant difference in the level of awareness of metacognitive strategies between male and female students ( ρ = .021< .05). Furthermore, the ANOVA test analysis also shows that there is a significant difference in the level of awareness of metacognitive strategies based on the field of study of the students ( ρ = .016< .05). Therefore, it can be concluded that the awareness of metacognitive strategies should be applied to students to produce effective teaching and improve students’ learning achievement.

A New Visual Aesthetic Sensitivity Test: I. Construction and Psychometric Properties

1979 ◽  
Vol 49 (3) ◽  
pp. 795-802 ◽  
Author(s):  
K. O. Götz ◽  
R. Lynn ◽  
A. R. Borisy ◽  
H. J. Eysenck
Keyword(s):  
Female Students ◽  
Internal Reliability ◽  
Male And Female ◽  
Significant Difference ◽  
International Reputation ◽  
Adults And Children ◽  
The Subject ◽  
The Mean ◽  
The Right ◽  
Representational Pictures

This paper reports progress in construction of a new test of visual aesthetic sensitivity, differing from previous tests in that the items were drawn by an experienced artist of international reputation. There are 42 sets of 2 non-representational pictures, differing in that one of these has been changed by the incorporation of certain intentional design faults; there is thus a “right” and a “wrong” picture, and it is the task of the subject to discover the right answer. Eight practising artists validated the construction by agreeing 100% in their answers with the key. The test was administered to 111 male and female students, and 369 male and female children. There were no sex differences, no very significant correlations with intelligence, and very little by way of correlations with personality traits. The mean score of the children was 30, that of the students 35, a very significant difference. Within the group of children, however, there was no correlation with age. The distribution of scores was skewed, with easy items (high scores) predominating. The difficulty levels of the items were similar for adults and children, male and female. The internal reliability of the test was .84 for the adults. The retest reliability of the test was .70 for girls and .32 for boys, but the samples were small.

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