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

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

<p><em>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.</em><em></em></p><p align="left"><strong><em>Keywords:</em></strong><em> </em><em>thesis, allocated time to finish thesis, </em><em> </em><em>CHAID method.</em></p>

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 Relationship Between Witnessing Bullying, Defending Targets, and Internalizing Symptoms: An Analysis of Gender Differences Among Sixth-Grade Students

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110581
Author(s):  
Aida Midgett ◽  
Diana M. Doumas ◽  
Matt Peck ◽  
Amanda Windburn
Keyword(s):  
United States ◽  
Gender Differences ◽  
Depressive Symptoms ◽  
Social Anxiety ◽  
Internalizing Symptoms ◽  
Sixth Grade ◽  
Female Students ◽  
Male Students ◽  
Sixth Grade Students ◽  
The Relationship

We examined the moderating effect of gender on witnessing bullying, defending, and internalizing symptoms among sixth-grade students at one middle school in the northwestern United States. Results indicated that for females, witnessing bullying was positively associated with depressive symptoms and social anxiety, whereas for males, defending was positively associated with depressive symptoms. Findings suggest the importance of equipping female students with strategies to cope with witnessing bullying and providing male students with appropriate intervention skills for defending targets.

scholarly journals UNDERSTANDING THE CONCEPT OF SPUR DIMENSIONS REVIEWED BY THE TERMS OF GENDER DIFFERENCES AND ABILITY CATEGORIZED BY STUDENTS AT MADRASAH IBTIDAIYAH

2021 ◽  
Vol 13 (1) ◽  
pp. 73-90
Author(s):  
Hajra Yansa ◽  
Murniati Muniati ◽  
Nurrahmah Nurrahmah ◽  
Nurhayati Nurhayati ◽  
Ani Fitriyani
Keyword(s):  
Gender Differences ◽  
Gender Stereotypes ◽  
Female Students ◽  
Male Students ◽  
Bias Error ◽  
Mathematical Concepts ◽  
Male And Female ◽  
Four Dimensions ◽  
Qualitative Descriptive ◽  
High Ability Students

These gender differences and abilities categorized by students at Madrasah Ibtidaiyah can understand the concept of SPUR dimension fractions (Skills, Property, Uses, and Representation) that is the focus of this study. Presently, it is to answer the study's neediness about gender differences in math performance recommended by the previous studies. To offer the novelty about the measurement of conceptual understanding in four dimensions because one dimension is not relevant to describe students' understanding comprehensively and deeply of mathematical concepts. This study was a qualitative descriptive that relies on the analysis of test participants' answers; it consists of three male students and three female students representing the high, medium, and low ability categories at Madrasah Ibtidaiyah of Indramayu Regency. The students' participant is determined by purposive sampling. The analysis of the test participants' answers demonstrated the ability to understand the concept of fractions in the SPUR dimension of equality between male and female students in the same ability category. However, the students at every level of ability to achieve a different dimension. Male and female students in the high category achieved the dimensions of skills and property. Male and female students in the medium and low categories achieved skills. High-ability students and the medium category experienced an integer bias error using the integer property infractions. They perform arithmetic operations in the numerator and denominator separately as if they were independent integers. For this reason, students need to develop an understanding of concepts, especially on the dimensions of fraction properties, applications, and their representations, without being influenced by gender stereotypes. This development of understanding can be done through SPUR dimensional exercises that avoid gender bias, and teachers establish communication mathematics teaching in the classroom to engage students in both men and women

scholarly journals A Comparative Study of Gender Differences in Refusal Strategies from English Majors

2019 ◽  
Vol 9 (8) ◽  
pp. 1040
Author(s):  
Qiaoying Wang
Keyword(s):  
Gender Differences ◽  
Comparative Study ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Pragmatic Competence ◽  
Male And Female ◽  
English Majors ◽  
The Face ◽  
Refusal Strategies

Based on Geoffrey Leech's politeness principle (1975), Brown and Levinson's face saving and face threatening theory (1987), this paper is a comparative study of the gender differences in the refusal strategies employed by the English majors. The DCT (Discourse Completing Test) from Tanck Sharyl (2004) is modified in this study. The results of this study show that both male and female students of the English majors use the refusal strategies in a speech act. The differences of refusal strategies between male and female lie in the direct refusal and the indirect refusal. Most of the female students tend to use an indirect refusal politeness strategy to save the others’ face in the communication, avoiding the face threatening, while most of the male students seem to use direct refusal. The achievements of this study make some contribution to the relevant study and provide some indications to English teaching and learning in China. It is of some significance to improve the English pragmatic competence of English majors.

scholarly journals DIFFERENCES OF MALE AND FEMALE STUDENTS’ UNDERHAND SERVES ABILITY IN MINI VOLLEY BALL BASED ON DEMONSTRATION METHOD

2021 ◽  
Vol 3 (2) ◽  
pp. 79
Author(s):  
Remon Syah ◽  
Rini Anita
Keyword(s):  
Gender Differences ◽  
Action Research ◽  
Research Design ◽  
Research Result ◽  
Fourth Grade ◽  
Female Students ◽  
Male Students ◽  
Male And Female ◽  
Classroom Action Research ◽  
Better Than

This research is aimed at finding whether demonstration method could enhance students’ ability in conducting underhand services at mini volley ball and how it is viewed in gender differences. The research design was a classroom action research by using two cycles at the fourth grade of  SDN 20 Bungo Tanjung. The research result shows that there is an improvement on students’ underhand serves ability in applying demonstrastion method for about 23,8%. Cyle 1 is 66,7 % while at cycle 2 is 90,5%. Meanwhile for gender differences, male students are much better than female students in conducting underhand serves. In short, the use of demonstration method can enhance students’ ability in doing underhand serves.   

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

2020 ◽  
Vol 10 (10) ◽  
pp. 1315
Author(s):  
Sahar Nafel Alqahtani ◽  
Safaa M. Abdelhalim
Keyword(s):  
Gender Differences ◽  
Academic Writing ◽  
Cultural Difference ◽  
Female Students ◽  
Male Students ◽  
Writing Teachers ◽  
Male And Female ◽  
Cultural Variations ◽  
Significant Difference ◽  
Gender Based

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.

scholarly journals STUDENTS’ ABILITY TO READ STATISTICAL DIAGRAM

2020 ◽  
Vol 5 (1) ◽  
pp. 69-82
Author(s):  
Sugeng Sutiarso
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Mathematics Education ◽  
Qualitative Study ◽  
Research Data ◽  
Female Students ◽  
Male Students ◽  
Logical Thinking ◽  
Male And Female ◽  
Interview Instrument

Reading diagrams is an important ability needed by college students, particularly to writing their thesis. This ability could help students in describing and communicating the results of their research. Conversely, the inability to read diagrams causes errors in interpreting the results of the research. This descriptive qualitative study aims to describe the ability of students to read diagrams in terms of gender differences and the tendency to choose problems between bar/line diagrams, and the reasons behind the difficulties for students reading diagrams. This study involved 25 students of Mathematics Education, University of Lampung. Research data were collected using test and interview instrument. The results showed that students’ability both male and female to read diagrams was classified as moderate, the ability to read bar charts of female students was higher than that of male students but the ability to read line diagrams of male students was higher than female students, female students tend to choose bar diagrams rather than line diagrams while male students tend to choose line diagrams rather than bar diagrams, and the cause of difficulties in reading diagrams for female students were errors in understanding the meaning words while male students were errors of logical thinking in associating data with other data.

Gender Differences in Health-Related Practices among University Students in Northeast Thailand

1999 ◽  
Vol 11 (1) ◽  
pp. 10-15 ◽  
Author(s):  
Somsong Nanakorn ◽  
Ryoko Osaka ◽  
Kusuma Chusilp ◽  
Akira Tsuda ◽  
Srinoi Maskasame ◽  
...  
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Health Behaviour ◽  
Eating Habits ◽  
Female Students ◽  
Male Students ◽  
Northeast Thailand ◽  
Male And Female ◽  
Health Related ◽  
Health Eating

The study aims at appraising gender differences in health-related practices, and health behaviour among university students of the Khon Kaen University, northeast Thailand, using a self-administered questionnaire. Of 539 university students, there were 155 males, 384 females, with mean ages 19.7 (±1.2) and 19.6 (±1.1) years, respectively. Persistent health problems were not significantly different between male and female students (12.9% vs. 15.4%). An average body mass index (BMI) was significantly different between male and female students (20.2 ± 2.1 vs. 19.8 ± 2.1). Female students reported positive health habits, in terms of drinking, smoking, sun protection, tooth brushing, fruit consumption, conscious efforts to avoid fat and cholesterol, over men, while regular exercise and safety belt use were more likely practised among male students. Using ANOVA and pairwise multiple comparisons, female students demonstrated better health eating habits than men (p=0.0001). Coronary heart disease preventive habits between the medical and non-medical faculty was greater for female students than for male students (p=0.0006 for gender; p=0.0001 for faculty). Health behaviour (combination of health eating habits, deliberate nutritional practices and coronary heart diseases preventive behaviour) was found to be better practised among women than men (p= 0.0001). These findings, therefore, should focus attention on university students as a target group for health education.

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