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.

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 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.

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.

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 What Motivates Students to Study Engineering? A Comparative Study between Males and Females in Saudi Arabia

2021 ◽  
Vol 11 (4) ◽  
pp. 147
Author(s):  
Wafa Labib ◽  
Amal Abdelsattar ◽  
Yasser Ibrahim ◽  
Abdelhakim Abdelhadi
Keyword(s):  
Saudi Arabia ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Positive Impact ◽  
Considerable Effect ◽  
Female Students ◽  
Male Students ◽  
Engineering Majors ◽  
Male And Female ◽  
Engineering Programs

Motivation to study engineering in undergraduate study is of great importance to students. It encourages undergraduate students to enroll in an engineering program and continue their studies without dropping out. Male students enroll in engineering programs with large numbers compared to female students in many parts of the world. In Saudi Arabia, there were limited engineering programs for female students. In this research, the motivation to study engineering is studied and compared between male and female students in the College of Engineering at Prince Sultan University, the first private university in Saudi Arabia. The study was conducted through a detailed survey distributed to 41 male engineering management students and 45 female architectural engineering students. These students’ performance and experience were considered and compared considering their gender to evaluate their persistence toward engineering study. According to the results obtained, the highest degree of the parents had a considerable effect on the selection of engineering major for male and female students. Most surveyed male and female students select an engineering major because of its positive impact on the community and its role in improving the way of life. Male students may differ in that they considered engineering in order to start their own business after graduation with a higher percentage compared to female students. There was a very limited role of the school in selecting engineering majors according to the surveyed male and female students. This role should be enhanced and utilized to encourage more female students to consider engineering majors in their college study.

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.   

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.

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