scholarly journals Examining Gender Differences in Student Learning During the COVID-19 Pandemic: A Model from the Switching Costs and Quality-Related Perspectives

10.28945/4881 ◽  
2021 ◽  
Vol 20 ◽  
pp. 459-477
Author(s):  
Mandy Yan Dang ◽  
Yulei Gavin Zhang
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Student Learning ◽  
Switching Costs ◽  
Current Model ◽  
Emergency Situation ◽  
Male Students ◽  
Future Research ◽  
Research Model ◽  
Learning Enjoyment

Aim/Purpose: The aim of this study is to address the research questions on: (1) what factors can significantly influence student learning in remote classes during the COVID-19 pandemic? and (2) what are the gender differences, if any, in this context? To do this, the authors developed a research model from the switching costs (defined as the time and effort students have been put to change from one learning platform to another) and quality-related perspectives. In addition, gender differences are examined and identified by testing the proposed research model on male and female students, respectively. Background: The recent worldwide outbreak of COVID-19 has changed many aspects of people’s lives, including higher education. To better protect students and faculty, many universities have moved most of their classes online. Such a sudden change could make significant impacts on student learning. Thus, this study aims to empirically examine factors that can influence student learning in remote classes during the COVID-19 pandemic, and to investigate potential gender differences in such a context. Methodology: The survey method is used in this study. The survey invitation was sent to students in multiple classes that had switched from in-person learning to remote learning during the COVID-19 pandemic. The survey was distributed in the online format. In total, 428 students completed the survey, with 202 being males and 226 being females. Contribution: This study contributes to the current literature on student learning during emergency situations such as COVID-19 by developing a research model to systematically investigate potential factors that could influence their perceptions of academic performance and learning enjoyment. A second contribution is the integration of theoretical perspectives of switching costs and three types of quality-related constructs in the proposed research model. In addition, the authors also investigate gender differences based on the proposed research model, and some interesting differences have been found and reported in this study. Findings: Data analysis indicates that perceived value has a significant impact on perceived academic performance for female but not male students. In addition, male students find information quality to be a significant factor in perceived academic performance, but not perceived learning enjoyment; on the contrary, their female counterparts find it to be significant in influencing perceived learning enjoyment, but not perceived academic performance. Also, female students perceive system quality to be influential on their learning enjoyment and support service quality to be influential on their academic performance, but no such significant perceptions are found among male students. Recommendations for Practitioners: The results of this study could help bring some insights to educators on teaching remote classes during the COVID-19 pandemic (or potentially in other similar emergency situations). For example, when moving classes to the remote platform because of an emergency situation, in order to make sure a smooth transition and achieve a higher rate of student learning success, educators, as well as the institution, need to focus on reducing the costs and, in the meanwhile, increasing the benefits associated with such a change from the students’ perspective. In addition, educators may need to keep in mind the gender differences identified in this study, which may help them better understand the learning needs of different gender groups. Recommendation for Researchers: Researchers could validate and apply the proposed research model on students from different types of institutions (such as public universities vs. private universities) and students at different levels (such as undergraduate vs. graduate students). It could also be valuable to apply and extend the current model on students from other nations who have different cultural backgrounds. Impact on Society: Understanding influential factors on student learning during the COVID-19 pandemic, as well as gender differences in this context, could help educators better adjust their teaching of remote classes in such an emergency situation, thus meeting the learning needs of students in both gender groups. Future Research: Future research could further validate the research model proposed in this study by applying it to students in other institutions and other nations. Also, in addition to perceived academic performance and learning enjoyment, future research may expand the current model or create new models on other student learning-related dependent variables.

scholarly journals Do Gender Differences Affect the Psychological Well-being of High Schoolers in Thailand?

2020 ◽  
Vol 29 ◽  
pp. 207-222
Author(s):  
Walailak Pumpuang ◽  
◽  
Nopporn Vongsirimas ◽  
Piyanee Klainin-Yobas ◽  
◽  
...  
Keyword(s):  
Gender Differences ◽  
Structural Equation ◽  
Well Being ◽  
Male Students ◽  
Equation Modeling ◽  
Future Research ◽  
School Students ◽  
Statistical Parameters ◽  
Cross Sectional ◽  
Psychological Well Being

This cross-sectional descriptive study aimed to examine factors affecting the psychological well-being of female and male Thai students, and to compare gender differences in a psychological well-being promotion model. Participants were 624 students from three secondary schools in Bangkok and Nakhon Pathom provinces, Thailand. Data were collected in 2018 through self-administered questionnaires, and analyzed using descriptive statistics and structural equation modeling. Findings indicated that all factors from the psychological well-being promotion model influenced psychological well-being among female and male students. Resilience and mindfulness were the strongest predictors affecting psychological well-being in both female and male students. Furthermore, there were not any gender differences concerning predictors and statistical parameters of psychological well-being among Thai secondary school students. Nurse educators or healthcare providers may offer interventions to enhance students’ well-being by strengthening resilience, mindfulness, self-efficacy, and social support. The same interventions, considering their preferences, may be provided to both male and female students. Future research should evaluate the effectiveness of the interventions using rigorous research methodology.

Gender Differences in Personality Traits in Relation to Academic Performance

2021 ◽  
pp. 124-137
Author(s):  
Dur Khan
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Personality Traits ◽  
Sample Size ◽  
Emotional Stability ◽  
Female Students ◽  
The Other ◽  
Male Students ◽  
Primary Study ◽  
The Impact

The study attempted to explore the impact of personality traits on academic performance with regards to gender differences. A primary study was conducted on a sample size of 666 students (453 males and 213 females). Using Mann-Whitney analysis, it was found that different personality traits impact the academic performance of students for both boys and girls. Extraversion, Conscientiousness Agreeableness and Emotional Stability were found to influence the academic performance of male students. On the other hand, Openness influenced the academic performance of female students. Conscientiousness was the only trait to influence the academic performance of both male as well as female students.

scholarly journals Promoting Innovation by Women through Engineering Entrepreneurship Courses: An Assessment of Entrepreneurial Self-Efficacy

2018 ◽  
Author(s):  
Prateek Shekhar ◽  
Aileen-Huang Saad ◽  
Anastasia Ostrawoski ◽  
Anastasia Ostrawoski
Keyword(s):  
Gender Differences ◽  
Student Learning ◽  
Self Efficacy ◽  
Positive Impact ◽  
Entrepreneurship Education ◽  
Female Students ◽  
Male Students ◽  
Learning Gains ◽  
Education Programs ◽  
Survey Responses

Engineering entrepreneurship education programs are increasingly exposing students to entrepreneurship and innovation. Little is known about student learning gains in these programs, particularly from a gender perspective. This study examines gender differences in students’ Entrepreneurial Self-efficacy (ESE) among students enrolled in a senior-level College of Engineering’s entrepreneurship practicum course. The ESE Scale was administered at the beginning and end of the semester to measure students’ self-efficacy for five ESE constructs – searching, planning, marshalling, implementing-people and implementing-finance. The findings reveal improvement in students searching, planning, marshalling, and implementing-finance constructs after the course. Significant gender differences were found for planning, marshalling, and implementing-finance constructs in students’ pre survey responses with female students reporting lower ESE. However, no significant gender differences were noted in students’ post survey responses. This indicates that female students were able to reach similar levels of ESE as male students as an outcome of instruction. These results demonstrate the positive impact of an entrepreneurship course on female students’ ESE and the importance of entrepreneurship programs for promoting innovation regardless of gender.

JUSTIFICATIONS OF RAPE. COMPARATIVE ANALYSIS BETWEEN RAPISTS AND STUDENTS. GENDER DIFFERENCES

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Keyword(s):  
Gender Differences ◽  
Risk Factor ◽  
Criminal Behavior ◽  
Cognitive Distortions ◽  
Cognitive Restructuring ◽  
Law Students ◽  
Male Students ◽  
Future Research ◽  
Male And Female ◽  
New Evidence

The rationalization used by rapists to justify their criminal behavior are a risk factor for relapse. The modification of cognitive distortions is a therapeutic purpose for rehabilitation (Someda, 2009). Using Rape Scale (Bumby, 1996) we evaluated the participants’ (N=480, 57 convicted rapists, 223 students non-rapists) level of cognitive distortions related to rape. Using ANOVA we identified differences between convicted rapists, psychology or law students and polytechnic students (F(3,461) = 60,69, .000, η2p =0.283). In line with previous research (Bell, Kuriloff & Lottes, 1994), men are more lenient with rapists, accept more justifications about rape and blame the victim more. We identified differences between male and female participants and between male students and convicted rapists (F(2,477) = 98,88, .000, η2p =.293).This research brings new evidence for the importance of cognitive restructuring for implicit cognitive distortions. We discuss possible limitations and directions for future research.

scholarly journals An Examination of Academic Self-Esteem in Historically Black College/University (HBCU) Students: Considering Academic Performance and Task Difficulty

10.28945/4130 ◽  
2018 ◽  
Vol 3 ◽  
pp. 097-116
Author(s):  
Novell E. Tani ◽  
Akeem T Ray
Keyword(s):  
Gender Differences ◽  
African American ◽  
Academic Performance ◽  
African American Students ◽  
Task Difficulty ◽  
Cognitive Demand ◽  
Self Esteem ◽  
Black College ◽  
Future Research ◽  
American Students

Aim/Purpose: Using a sample of historically Black college/university (HBCU) students, the study examined (1) differences in academic self-esteem (ASE) levels when considering students’ performance on an academic task that was either easy (low in cognitive demand) or difficult (high in cognitive demand), (2) gender differences in ASE levels, and (3) variations in academic self-concepts, given baseline general self-esteem levels, GPA, academic performance (AP), and perceptions of task difficulty. Background: This study is the first to date which examines African American students' ASE differences as a result of academic performance and perceptions of task rigor. The optimal arousal theory serves as a framework for the study design; the study utilized a manipulation of the cognitive demand task condition as a means of investigating ASE. Given the mixed and limited literature on gender differences in African American/HBCU subjects, gender differences were explored. Methodology: Quantitative analyses of systematically-built surveys and assessments allowed for the examination of participants (n = 410 HBCU student; 303 females). Correlations, analyses of variance, and regression analyses were completed to address research aims. Contribution: A novel approach to examining ASE variants within African American students matriculating through an HBCU context is provided. Findings: Students in the Low Cognitive Demand task condition displayed significantly higher levels of academic self-esteem (ASE) than High Cognitive Demand task participants; males yielded marginally higher academic self-esteem levels than females (M = 54.21, M = 51.58; p = .04); and while academic performance marginally predicted ASE levels, most of the variance was attributed to baseline self-esteem levels and subjects’ perceptions of task rigor. Recommendations for Practitioners: Educational stakeholders, namely, teachers and administrators, are advised to contemplate the importance of students’ perceptions of task difficulty and feasibility and the possible impacts on academic self-concepts. Additionally, educators may consider students’ initial self-concepts when deciding how and when to provide feedback on academic performance. Recommendation for Researchers: Self-esteem levels are likely to vary as a result of other self-concepts (e.g., motivational, personal, and contextual factors) that were not examined. As such, the study findings provide clarity on varying ASE levels within the specific sample and should be taken with care. Impact on Society: Increasing our understanding of what negatively or positively impacts academic self-esteem levels in students will further aid our ability to foster stronger scholastic self-concepts in the generations to come. Future Research: Future research should examine ASE levels and the extent that perceptions of task rigor impact varying self-esteem levels in African American students enrolled at more racially-heterogenous higher educational contexts (e.g., primarily White institutions, Hispanic serving institutions).

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

Model Pembelajaran Kooperatif STAD Untuk Meningkatkan Hasil Belajar Servis Atas Permainan Bolavoli

2020 ◽  
Vol 1 (2) ◽  
pp. 127-132
Author(s):  
Budiman Agung Pratama
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Learning Model ◽  
Female Students ◽  
Service Performance ◽  
Male Students ◽  
Research Model ◽  
Average Ability ◽  
Performance Results ◽  
Student Team

The purpose of this study was to improve learning outcomes for volleyball service service through the STAD learning model. This research uses the Action Research model of Kemmis & McTaggart with the following stages: Planning, implementation of action, observation, repair or reflection. The subjects in this study were students of class X1 SMA Negeri 1 Kediri with a total of 24 male students and 16 female students, the instrument used in this study was the volleyball service observation sheet. Data on service performance results for volleyball cycle I and cycle II test, the results are determined based on individual completeness, classical completeness. students' average ability . The increase in the percentage of learning completeness from the first cycle to the second cycle was 46.925%. The results of this study can be concluded that the application of the cooperative learning model Student Team Achievement Division (STAD) is effective in improving learning outcomes for volleyball service in class X.1 students of SMA Negeri 1 Kediri

UNIVERSITY STUDENTS GENDER DIFFERENCES IN LOGICAL THINKING AND ACADEMIC PERFORMANCE

2018 ◽  
Vol 74 (11) ◽  
Author(s):  
Tuntufye S Mwamwenda ◽  
Prof Priscilla Kariuki
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
University Students ◽  
Logical Thinking

scholarly journals The Role of Dopamine Receptor D2 in Bridging the Intention-Behavior Gap in Sport Participation

2021 ◽  
Vol 18 (5) ◽  
pp. 2379
Author(s):  
Seiyeong Park ◽  
Junhye Kwon ◽  
Chiyoung Ahn ◽  
Hae-Sung Cho ◽  
Hyo Youl Moon ◽  
...  
Keyword(s):  
University Students ◽  
Dopamine Receptor ◽  
Sport Participation ◽  
Small Sample Size ◽  
Behavioral Model ◽  
Small Sample ◽  
Male Students ◽  
Future Research ◽  
Dopamine Receptor D2 ◽  
The Impact

Previous studies have identified that a behavior can occur through the strongest predictor intention, but there is a gap between intention and behavior. Dopamine receptor D2 (DRD2) is known to account for a variance in sporting behaviors in human and animal subjects. However, the relationship between DRD2 and sport participation has been poorly studied, and the limited available reports are inconsistent. The present study was performed to examine the impact of DRD2 on sport participation among Korean university students based on the integrated behavioral model (IBM). Data were collected from enrolled university students in Seoul (N = 45). Participants answered survey questions first, and then they gave investigators their hair to provide DNA information (i.e., the A1 allele of DRD2). DRD2 had a significant effect on sport participation, but only in male students. Male students who carried the A1 allele of DRD2 significantly participated in 105.10 min more sporting activities than male students who did not. Moreover, the effect of intention on sport participation was significantly decreased when considering DRD2. Despite the small sample size, the results of this study could be a preliminary case for a larger study and indicate the direction of future research. Our results suggest that DRD2 may have played an important role as the “actual skill” shown in the IBM.

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