Gender Differences in Computer Attitude among Ninth-Grade Students

2000 ◽  
Vol 22 (2) ◽  
pp. 145-154 ◽  
Author(s):  
Djordje Kadijevich
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Ninth Grade ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
School Students ◽  
Computer Attitude ◽  
Students Attitudes ◽  
And Mathematics ◽  
Ninth Grade Students

A study of fifty-four female and fifty-nine male Gymnasium (high school) students from four ninth-grade classes oriented toward natural sciences and mathematics surveyed students' attitudes toward computers in relation to gender and computer experience and found that males showed a more positive attitude toward computers than females, even when computer experience was controlled. An additional study of fifty-one females and fifty-four males from the initial sample found that males did show more interest in computer science than females, but these differences could not explain gender differences in computer attitude.

Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance

1989 ◽  
Vol 5 (2) ◽  
pp. 167-177 ◽  
Author(s):  
Gail F. Munger ◽  
Brenda H. Loyd
Keyword(s):  
High School Students ◽  
Attitude Scale ◽  
Mathematics Performance ◽  
Attitudes Toward Computers ◽  
School Students ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Attitudes Toward Calculators ◽  
The Relationship

In education, computers and calculators historically have been associated with mathematics and the sciences, and are frequently incorporated into these areas of the curriculum. This may have serious implications for females because of the long history of reported sex differences in achievement and attitudes in mathematics and related disciplines. This study of sixty high school students examines the relationship between mathematics performance and students' attitudes toward technology (computers and calculators), and whether the relationship is similar for males and females. A practice form of the General Educational Development (GED) test was used to measure mathematics performance. Students' attitudes toward computers were assessed by the Computer Attitude Scale, and attitudes toward calculators were assessed by a 4-item measure developed by the authors. In general, students with more positive attitudes toward computers and calculators were found to perform better than students with more negative attitudes.

scholarly journals Overconfidence and Uncertainty: High School Students’ Beliefs About College Tuition and Their Subsequent College-Entry Rates

2017 ◽  
Author(s):  
Stephen L. Morgan ◽  
Daniel T. Shackelford
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Attainment ◽  
Social Stratification ◽  
Ninth Grade ◽  
Behavioral Models ◽  
School Students ◽  
College Tuition ◽  
Tuition And Fees ◽  
Ninth Grade Students

Drawing on the decision-making literature that has considered mechanisms of overconfidence in judgment, this article offers an analysis of the base-year through 2016 follow-up waves of the High School Longitudinal Study of 2009 in order to address a core question in the study of educational attainment: How are high school students’ beliefs about college tuition related to their subsequent postsecondary enrollment decisions? We find that ninth-grade students, on average, overestimate the tuition and mandatory fees for bachelor’s degrees at public universities in their states of residence. In addition, the ninth-grade students who are most likely to enter college in the year after high-school graduation are (1) the students who are most likely to overestimate tuition and fees and (2) the students who are least confident in the accuracy of their estimates of tuition and fees. These results demonstrate how much additional work is needed to collect and analyze better forms of data that can enable deeper modeling of the forward-looking beliefs that are assumed to matter in most behavioral models of the social stratification process that incorporate educational attainment.

scholarly journals High School Students’ Attitudes and Experiences in EFL Classrooms Equipped with Interactive Whiteboards

2016 ◽  
pp. 148-165
Author(s):  
Turgay Han ◽  
Semih Okatan
Keyword(s):  
High School ◽  
High School Students ◽  
Ninth Grade ◽  
Interactive Whiteboards ◽  
Female Students ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
Efl Students ◽  
Students Attitudes

The purpose of this study was to examine ninth grade EFL students’ experiences and attitudes towards classrooms equipped with interactive whiteboards (IWB). The data were collected with a questionnaire about attitudes towards IWB use in EFL classes, and observations from three different classrooms in three different high schools. The study indicated that the EFL students were not fully aware of how to use IWBs in learning English although they had a background of IWB use. In addition, there was no statistically significant difference in the attitudes of the male and female students towards using IWBs. Overall, the results revealed that EFL students’ attitudes towards IWBs were positive although there were some technical challenges in IWB classrooms.

scholarly journals Gender Differences in Attitudes and Achievement in Mathematics among Ghanaian JHS Students

2020 ◽  
Vol 12 (3) ◽  
pp. 84
Author(s):  
Derrick Anokye-Poku ◽  
Ernest Ampadu
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Junior High School ◽  
Survey Design ◽  
School Students ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Significant Difference ◽  
And Performance ◽  
And Mathematics

Students’ learning and performance in mathematics is affected by several factors, including students’ attitude. This paper aims to understand the gender differences in attitude toward mathematics and mathematics achievement. A descriptive survey design was used, and the participants consisted of 360 Junior High School students. Two instruments, semi-structured questionnaire and students test scores were used. The results revealed that, in general, both female and male students held positive attitudes towards mathematics, and there was no significant difference in attitudes between genders toward mathematics. However, the results established that there was a significant difference in achievement. It was recommended that to achieve sustainable development goal 4, teachers, parents, and educational authorities should develop creative and innovative ways of helping students, especially female students to build self-confidence in the learning of mathematics.

School-Based Group Mentoring and Academic Outcomes in Vulnerable High-School Students

2019 ◽  
Vol 52 (7) ◽  
pp. 1220-1237
Author(s):  
Wing Yi Chan ◽  
Gabriel P. Kuperminc ◽  
Scot Seitz ◽  
Christyl Wilson ◽  
Nadim Khatib
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Outcomes ◽  
Ninth Grade ◽  
Mentoring Program ◽  
School Students ◽  
Group Mentoring ◽  
9Th Grade ◽  
School Based ◽  
Ninth Grade Students

This study examined the association between participation in a school-based group-mentoring program (Project Arrive) and academic outcomes in a group of ninth-grade students who had been identified as at high risk of high-school dropout ( n = 239). Comparison participants were ninth-grade students with similar levels of risk ( n = 980). Using inverse probability of treatment weighting (IPTW) with a propensity score to reduce selection bias, and a partially clustered model to account for nonindependence of data in program students, we found that Project Arrive students earned more credits by the end of 9th grade and 10th grade; and reported increased instructional time by the end of 9th grade, than comparison students.

Slovak high school students' attitudes toward computers

2011 ◽  
Vol 19 (5) ◽  
pp. 537-550 ◽  
Author(s):  
Milan Kubiatko ◽  
Zuzana Haláková ◽  
Soňa Nagyová ◽  
Tibor Nagy
Keyword(s):  
High School ◽  
High School Students ◽  
Attitudes Toward Computers ◽  
School Students ◽  
Students Attitudes

Mathematical Self-Efficacy Gender Differences In Gifted/Talented Adolescents

1995 ◽  
Vol 39 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Michael E. Junge ◽  
Beverly J. Dretzke
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Self Efficacy ◽  
College Courses ◽  
School Students ◽  
Mathematics Problems ◽  
Efficacy Expectations ◽  
Number Sequences ◽  
Degree Of Confidence ◽  
And Mathematics

Gifted/talented high school students completed the Mathematical Self-Efficacy Scale, an instrument developed by Betz and Hackett (1983). Items in the scale asked the students to indicate their degree of confidence regarding successful completion of everyday mathematics tasks, number sequences, mathematics-based college courses, and mathematics problems. The mean self-efficacy ratings given on the items were analyzed for significant gender differences. Results indicated that mates had stronger self-efficacy expectations than females on more than one fourth of the items, whereas females reported stronger self-efficacy expectations on only a few items that involved stereotypical female activities. Implications of the findings for the process of educational decision making are discussed.

scholarly journals Knowledge, Perceptions, and Uptake of the Human Papillomavirus Vaccine in a Sample of US High School Adolescents

2020 ◽  
Vol 25 (8) ◽  
pp. 697-704
Author(s):  
Casey Barrett ◽  
Sarah Scoular ◽  
Laura M. Borgelt
Keyword(s):  
High School ◽  
High School Students ◽  
Human Papillomavirus ◽  
Hpv Vaccine ◽  
Hispanic Students ◽  
Ninth Grade ◽  
Hpv Vaccines ◽  
School Students ◽  
Males And Females ◽  
Ninth Grade Students

OBJECTIVE To assess high school students' knowledge and perceptions of human papillomavirus (HPV) and HPV vaccines and evaluate high school students' self-reported uptake of the HPV vaccine. METHODS This was an observational, descriptive study using a 44-question survey. Participants were ninth grade students in a Colorado public school district. The survey was administered as part of a health education course. RESULTS Ninety-two surveys were included in the analysis. Demographic characteristics included 64/92 (69.6%) male and 55/92 (59.8%) Hispanic/Latino students. There was no difference between males and females regarding self-reported vaccination status. Non-Hispanic students were 71.6% less likely to have received the HPV vaccine than Hispanic students (OR 0.284; 95% CI, 0.088–0.920; p = 0.036). The average score on the knowledge section was 42.7% with a standard deviation of 22.6%. When assessing students' perceptions, 71/92 (77.2%) disagreed or strongly disagreed that they felt at risk for getting an HPV infection. There was no significant difference between males and females regarding awareness of the HPV vaccine (p = 0.14). More than half of students (58.7%) did not know if they had received the HPV vaccine. CONCLUSION HPV vaccine awareness was low and many students did not know if they had received the HPV vaccine. Ninth grade students did not have accurate knowledge of HPV and HPV vaccines and this study presents opportunities for increased education.

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