Sex Differences in Mathematics Achievement and Attitude toward Mathematics

1997 ◽  
Vol 80 (2) ◽  
pp. 603-608 ◽  
Author(s):  
Nosisa P. Nyangeni ◽  
Michael J. Glencross
Keyword(s):  
South Africa ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Positive Attitude ◽  
Attitudes Toward Mathematics ◽  
Attitude Questionnaire ◽  
Significant Difference ◽  
The Mean ◽  
Senior Secondary Schools ◽  
Senior Secondary

In a study of sex differences in mathematics achievement and attitude toward mathematics, a sample of 278 Standard 10 (Grade 12) students (95 boys and 183 girls) from seven senior secondary schools in the Umtata district of Transkei, South Africa, wrote tests in algebra and geometry and completed an attitude questionnaire. Analysis showed no significant difference between the mean scores of boys and girls in algebra but a significant difference between scores in geometry, with the mean score of boys being greater than that of girls. There was no significant difference between the mean scores of boys and girls on the Attitude Toward Mathematics scale, although boys had a significantly more positive Attitude Toward Geometry than girls. Significant low correlations were found between scores on Attitudes Toward Mathematics and scores in mathematics and between scores on Attitudes Toward Geometry and scores in geometry.

Mathematics Achievement and Attitudes of Senior Secondary-School Students in Transkei, South Africa

1997 ◽  
Vol 80 (3) ◽  
pp. 915-919 ◽  
Author(s):  
Mathlas M. Kulubya ◽  
Michael J. Glencross
Keyword(s):  
South Africa ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Attitudes Toward Mathematics ◽  
Achievement Test ◽  
Attitude Questionnaire ◽  
School Students ◽  
Senior Secondary Schools ◽  
Senior Secondary

In a study of mathematics achievement and attitudes toward mathematics, a sample of 266 Standard 10 (Grade 12) students (98 boys and 168 girls) from 10 senior secondary schools in the Umtata district of Transkei, South Africa, were administered a mathematics achievement test and an attitude questionnaire. Contrary to other studies analysis showed no significant relationship between students' scores on measures of mathematics achievement and attitudes.

Sex Differences in Algebra by Senior Secondary School Students in Transkei, South Africa

1998 ◽  
Vol 83 (3_suppl) ◽  
pp. 1266-1266 ◽  
Author(s):  
Ajmer S. Grewal
Keyword(s):  
South Africa ◽  
Sex Differences ◽  
Secondary School ◽  
Sex Difference ◽  
Secondary School Students ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Algebra Achievement

No sex difference in algebra achievement for a sample of 311 Standard 10 (Grade 12) students (140 boys and 171 girls) from 10 senior secondary schools in the Umtata district of Transkei, South Africa, was observed.

scholarly journals Emotional Intelligence In Relation To Psychological Well-Being among Students

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. Sayeeda Shaheen ◽  
Dr. Hameeda Shaheen
Keyword(s):  
Emotional Intelligence ◽  
Significant Positive Correlation ◽  
Well Being ◽  
T Test ◽  
Intelligence Scale ◽  
Psychological Well Being ◽  
Significant Difference ◽  
The Mean ◽  
Senior Secondary Schools ◽  
Senior Secondary

The present study was aimed to investigate the emotional intelligence in relation to psychological well-being among students. The sample comprised 100 students (boys =50 & girls =50), who were randomly selected from Senior Secondary Schools, AMU, Aligarh. The mean age of students was 15 years. Well-Being Manifestation Measure Scale (WBMMS; Masse, et al. 1998a) and Emotional Intelligence Scale (EIS; Schutte et al., 1998) was used to assess psychological well-being and emotional intelligence. Pearson Product-Moment Correlation and t-test were used to analyze the data. The results of the correlation showed that there is significant positive correlation between emotional intelligence and psychological well-being. Further, the result of the t-test showed that girls scored significantly higher as compare to boys on emotional intelligence, while there was no significant difference found between boys and girls scores on total psychological well-being and also on its any dimensions.

scholarly journals Are the Keyboards Weightier than the Biros? The Effect of Computer-Based Testing on Students’ Achievement and Anxiety in Mathematics

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
ADENEYE OLAREWAJU AWOFALA
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Significant Difference ◽  
Post Test ◽  
Computer Based ◽  
Computer Based Testing ◽  
The Mean ◽  
Senior Secondary Schools ◽  
And Mathematics ◽  
Level Of Significance

Are the keyboards weightier than the biros? This question is the focus of the present study in which the investigation of the modes of testing in mathematics (computer-based testing-CBT and paper-based testing-PBT) was carried out using mathematics achievement and mathematics anxiety as dependent measures. Through a pre-test post-test experimental research, the study tested two null hypotheses at 0.05 level of significance using an independent samples t-test. The study lasted for four weeks in two Nigerian senior secondary schools. Results showed that there was no statistically significant difference between the mean mathematics achievement scores of students tested by the computer-based test and the paper-based test. Also, there was no significant difference between the mean mathematics anxiety scores of students tested by the computer-based test and the paper-based test. The implication of these results is that assessing students using the two modes showed no variations in their achievement and anxiety in mathematics. Thus, the mode of testing showed no differential effect on students’ learning outcomes in mathematics. Based on the findings of this study, government at levels in Nigeria need to put in place the enabling environment and infrastructural facilities needed for schools to benefit fully from the advantages inherent in the CBT mode of assessment.

Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

2019 ◽  
Vol 9 (4) ◽  
pp. 149-156
Author(s):  
Oyovwi Edarho Oghenevwede
Keyword(s):  
Secondary Schools ◽  
Learning Strategy ◽  
Attitude Score ◽  
Biology Teachers ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Mean ◽  
Senior Secondary

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

Sex Differences in Adults on a Test of Logical Reasoning

1956 ◽  
Vol 2 (3) ◽  
pp. 227-230
Author(s):  
Antonia Bell Morgan
Keyword(s):  
Sex Differences ◽  
Logical Reasoning ◽  
Formal Logic ◽  
Government Employment ◽  
Significant Difference ◽  
Males And Females ◽  
The Mean

The Morgan Test of Logical Reasoning, which is entirely verbal in form, was given to 133 males and 35 females. All Ss were in their 20s and applicants for government employment. All had the BA or BS degree but no other, and none had had any training in formal logic. No significant difference was found between the mean scores of males and females on this test, nor between the distribution and variation of scores.

scholarly journals Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)

2017 ◽  
Author(s):  
Victor Oluwatosin Ajayi
Keyword(s):  
Concept Mapping ◽  
Secondary Students ◽  
Instructional Strategy ◽  
Analysis Of Covariance ◽  
Retention Capacity ◽  
Significant Difference ◽  
The Mean ◽  
Research Questions ◽  
Senior Secondary ◽  
Collaborative Concept Mapping

In this study, improving senior secondary students’ retention in electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) was examined. A sample of 189 students from six selected secondary schools out of a population of 5,114 Senior Secondary I students from Ardo-Kola Local Government Area of Taraba State, Nigeria was used for the study. Non-equivalent quasi-experimental research design was adopted. The instrument used for data collection was Electrolysis Retention Test (ERT) with the reliability value of 0.78 using Kuder-Richardson. Two research questions and three null hypotheses guided the study. Mean and Standard Deviation scores were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses. The study revealed that there is significant difference in the mean retention scores between students taught electrolysis using CCMIS and discussion method in favour of CCMIS; [F(1,97) =6.300, P<0.050]. No significant difference was found in the mean retention scores between male and female students taught electrolysis using CCMIS; [F(1,97) =6.300, P>0.050]. It also found no significant interaction effect between methods and gender on the mean retention scores of students in electrolysis; [F(1,197) =.318, P>0.050]. It was recommended among others that CCMIS should be adopted while teaching electrolysis since it has been proved to be a viable option in enhancing students’ retention capacity regardless of their gender.

Farmers’ attitude towards the use of earthworms as a protein feed source for village chickens

2019 ◽  
Vol 5 (3) ◽  
pp. 235-240
Author(s):  
B. Gunya ◽  
E.M. Idamokoro ◽  
M. Aliber
Keyword(s):  
South Africa ◽  
Positive Attitude ◽  
Low Cost ◽  
Production Performance ◽  
Eastern Cape ◽  
Village Chicken ◽  
Significant Difference ◽  
Feed Source ◽  
The Cost ◽  
Protein Feed

Village chicken production in South Africa is hampered by the cost of providing quality protein in their diets. The low-cost rearing of certain types of earthworms is a possible solution to this challenge; however, it is unclear whether farmers are amenable to such a solution. This study was conducted to evaluate the attitudes of village chicken farmers to the use of earthworms as a protein feed source for their chickens. The data were gathered by administering a total of 150 questionnaires through face-to-face interviews with the chicken farmers in Eastern Cape Province of South Africa. The results of the study revealed that the idea of rearing earthworms for chickens was favoured by farmers, male farmers more strongly than females, while youth farmers rejected it. Moreover, the use of earthworms as a feed ingredient in chicken feed was accepted by farmers and no significant difference was observed among the type of owners of chickens. The consumption of chickens fed earthworms was significantly influenced by chicken ownership. Nevertheless, rearing of earthworms instead of growing crops for chicken feed was rejected by the farmers. The results show a positive attitude towards possible benefits that can be caused by the use of earthworms in chicken feed. The strongest benefit perceived was that earthworms improve production performance of chickens while the weakest was the use of earthworms for lowering feed price and production. Farmers’ perception of health risks caused by earthworms was high. Nevertheless, the overall conclusion is that earthworms can be used as chicken feed since farmers indicated a positive attitude toward the use of them for chickens.

scholarly journals Comparison of Computed Tomography Articular Surface Geometry of Male Versus Female Thumb Carpometacarpal Joints

Hand ◽  
2017 ◽  
Vol 13 (1) ◽  
pp. 33-39
Author(s):  
Jessica G. Shih ◽  
James G. Mainprize ◽  
Paul A. Binhammer
Keyword(s):  
Sex Differences ◽  
Articular Surface ◽  
Joint Space ◽  
Joint Surface ◽  
Surface Geometry ◽  
Significant Difference ◽  
The Mean ◽  
Joint Congruence ◽  
Cmc Joint ◽  
Space Volume

Background: Given the predilection of first carpometacarpal (CMC) joint osteoarthritis in women compared with men, we aim to determine the differences in first CMC joint surface geometry and congruence between young healthy males and females. Methods: Wrist computed tomographic scan data of 11 men and 11 women aged 20 to 35 years were imported into 3-dimensional software programs. The first metacarpal and the trapezium were aligned in a standardized position according to landmarks at key points on Gaussian and maximum curvature maps. Measurements of joint congruence and surface geometry were analyzed, including joint space volume, distance between the bones at the articular surface edges, area of the joint space, and radii of curvature in the radial-ulnar and volar-dorsal planes. Results: The mean thumb CMC articular space volume was 104.02 ± 30.96 mm3 for females and 138.63 ± 50.36 mm3 for males. The mean first metacarpal articular surface area was 144.9 ± 10.9 mm2 for females and 175.4 ± 25.3 mm2 for males. After normalizing for size, the mean thumb CMC articular space volume was 119.4 ± 24.6 mm3 for females and 117.86 ± 28.5 mm3 for males. There was also no significant difference for the articular space volume, articular surface distances, articular space, and mean radii of curvatures. Conclusions: This study found that there are sex differences in the first CMC joint articular volume without normalizing for size; however, there are no sex differences in first CMC joint articular volume, curvature characteristics, or joint congruence of young, healthy patients after normalizing for joint size.

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