scholarly journals STUDENTS’ NEED ON TASK BASED LANGUAGE TEACHING WORKSHEET AT SMPN 2 TIGO LURAH BASED ON GENDER

2021 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Suci Azani Putri
Keyword(s):  
Gender Differences ◽  
Research And Development ◽  
Language Teaching ◽  
Document Analysis ◽  
Female Students ◽  
Male Students ◽  
Development Research ◽  
Need Analysis

This study aims to investigate students’ needs on task based language worksheet at SMPN 2 Tigo Lurah based on gender differences. This type of research was research and development research. This research targets are the seven grade students of SMPN 2 Tigo Lurah. To achieve this purpose, questionnaires and document analysis were conducted to collect the data. Data were then analyzed descriptively. Based on the need analysis result, it found that students need task based language teaching worksheet to learn English. The students need the pre-tasks task, the input of tasks and all materials stated in the curriculum. However, the differences are on the responses of the male and the female students. The female students gave high responses on the needs of task based language teaching responses than male students. Hence, the students need task based language teaching worksheet so that task based language teaching worksheet can be developed and used in the classroom.

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.

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 attachment anxiety and avoidance and their association with psychotherapy use – Examining students from a German university

2021 ◽  
Author(s):  
Rainer Weber ◽  
Lukas Eggenberger ◽  
Christoph Stosch ◽  
Andreas Walther
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Online Survey ◽  
Mental Health Problems ◽  
Female Students ◽  
Attachment Anxiety ◽  
Male Students ◽  
Attachment Avoidance ◽  
Psychiatric Syndrome ◽  
Patient Health

Background: Attachment anxiety and avoidance have been insufficiently studied in relation to psychotherapy use. Attachment theory, specifically attachment anxiety and avoidance, might explain gender differences in psychotherapy use, which is generally lower in those identifying as male. In addition, university students are a particularly vulnerable group for mental health problems, and understanding psychotherapy use, especially among mentally distressed male students, is pivotal.Methods: A total of 44,299 students from a German university were invited to participate in an online survey on the topic of "studying with mental stress", and 4,894 completed the survey (adjusted response rate of 11.04%). The students answered questions regarding psychotherapy use, and they completed the Patient Health Questionnaire (PHQ-D) identifying syndromes of depression, anxiety, alcohol use, somatoform and eating disorders. In addition, the Experiences in Close Relationships – Revised (ECR-RD12) questionnaire, was used to measure attachment anxiety and avoidance.Results: Significant gender differences for attachment anxiety and avoidance emerged showing higher attachment anxiety in female students and higher attachment avoidance in male students. In addition, male students used psychotherapy significantly less than female students, and they also intended less to use psychotherapy in the near future. Male students did not differ from female students with regard to mental distress. When exploring regressions to predict psychotherapy use, male students’ attachment anxiety and avoidance predicted use. For female students, only attachment anxiety emerged as a significant predictor. Attachment anxiety further emerged as a significant moderator of the association between suffering from a depressive or somatoform syndrome and current psychotherapy use. In essence, students not presenting a psychiatric syndrome and exhibiting higher attachment anxiety were more likely to use psychotherapy.Conclusion: Attachment anxiety and avoidance are positively associated with psychotherapy use; however, gender differences in attachment anxiety and avoidance may partially explain lower psychotherapy use in male university students. Lower attachment anxiety in male students emerges as a relevant factor explaining lower psychotherapy use in males, which is not balanced by higher attachment avoidance in males.

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 Adjustment Issues, Quality Of Life And Psychological Resilience Among Hostel Students

2017 ◽  
Vol 15 (1) ◽  
pp. 45-60
Author(s):  
Daniya Hasan ◽  
Umm E Rubab Kazmi ◽  
Kanzal Jawahir
Keyword(s):  
Quality Of Life ◽  
Gender Differences ◽  
Short Form ◽  
Female Students ◽  
Male Students ◽  
Psychological Resilience ◽  
University Administrators ◽  
Sf 36 ◽  
Adjustment Issues

The present study explores gender differences in adjustment issues, quality of life and psychological resilience among hostel students. Purposive sampling was used and 400 hostel students (female=183 and male=217) were taken from public and private sector colleges/universities. Students from 1st year, BS (year1) and MS (year1) with 18-25 years were taken. The College Adjustment Test CAT was translated in Urdu language and administered on the students along with PR, Short form survey (SF-36) and demographic form. Results show that reliability of the scales was found to be significant CAT α=0.72, SF-36 α=0.80 and PR α= 0.62. The first hypothesis showed significant result (p = 0.03) that 1st year students tend to face more adjustment issues rather than BS (year 1). The second hypothesis verified that female students encounter more adjustment problems as compared to male students. Male students show higher psychological resilience (PR) as compared to female students. While there are no gender differences found on the variable of QOL which was assessed through SF-36. PR showed negative correlation with adjustment issues r=-0.11and SF-36 r=0.20. This research will help university administrators, counselors and student affair officers to design appropriate policy/ programs with varieties of support packages to address the needs of the students.

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.

Consecutive interpreting performance. Women and men compared

2019 ◽  
Vol 5 (3) ◽  
pp. 292-306
Author(s):  
Agostina Verdini
Keyword(s):  
Gender Differences ◽  
Foreign Language ◽  
Figurative Language ◽  
Statistical Significance ◽  
Female Students ◽  
Male Students ◽  
Linguistic Features ◽  
Medical Field ◽  
Idiomatic Expressions ◽  
Consecutive Interpreting

Abstract Why are there so few male students attending the SSLMIT (Advanced School of Modern Languages for Interpreters and Translators) in Forlì? Why are interpreters generally women? Is there a biological or social explanation linked to gender differences in speaking abilities? This study is intended to provide an experimental analysis of possible differences and similarities between male and female students of interpretation. On the basis of the theories put forward by Gender Studies and a series of neuro-linguistic investigations on simultaneous interpreters, it seems that women and men in fact differ in the way they speak, communicate and also in their practice of interpretation. For this study, the interpretation mode chosen is consecutive and the linguistic combination is from German into Italian; the sample is made up of 14 women and 14 men, whose first or second foreign language is German. The texts selected for the CI (Consecutive Interpreting) present different linguistic features, topic, reading pace and length. The first is a speech, which deals with economic-financial matters, shows a high density of numerical expressions and specific sectorial terms. The second text is an article about health, which presents a considerable number of idiomatic expressions and terms related to the medical field. The comparison between the deliveries made by the interpreters of both sexes and the analysis of the answers provided by the questionnaires handed out to the students show some remarkable gender differences. Overall, it seems that male interpreters perform better as far as numbers, dates, and economic vocabulary are concerned, while female interpreters are better at handling figurative language and words related to health. Consistent with this finding, women maintained a higher degree of fluency in the delivery of the second text, while men were more fluent in the first. Although these results do not claim to be of statistical significance, they show that differences related to sex may have an impact on the performance of interpreters.

Gender differences in Body Mass Index and physical activity of students of the University of Tuzla

2014 ◽  
Vol 6 (3) ◽  
Author(s):  
Almir Atikovic ◽  
Sanjin Hodzic ◽  
Jasmin Bilalic ◽  
Jasmin Mehinovic ◽  
Amra Nozinovic Mujanovic ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Gender Differences ◽  
Body Mass ◽  
Physical Activities ◽  
Female Students ◽  
The Body ◽  
Male Students ◽  
Chronological Age ◽  
The University

AbstractThis study was carried out among undergraduate students at the University of Tuzla (Bosna and Herzegovina) with the objective of examining gender differences in the body mass index (BMI) and the level of Physical Activity (PA) among respondents.This study was conducted to: determine the body mass index (BMI) and the average weekly number of hours of sport activity in the last six months (PA). A research sample was made of female students (n = 330) in the chronological age of 19.3+1.5 yrs, 60.7%, and of male students (n = 213) in the chronological age of 20.0+1.8 yrs, 39.2%.On average, the students (both female and male) spend 5.60 (5.03) hours on physical activity per week. Female students spend 4.05 (4.32) hours, while male students dedicate 8.11 (5.30) hours to physical activities. It can be concluded that in principle the students practice physical activities and recreation, but still 1/5 of all students are inactive. The obtained results for the BMI show that the majority of students are in the zone of normal values: female - 278 (84.2%); male - 157 (73.7%). Correlations between BMI and PA amount to (R = .214; p < 0.01) and (R2 = .046; p < 0.01). The results of the T-test show a more significant statistical variable of differences between female and male students at the level of p < 0.05. In comparison to female students, male students have 2.35 kg/m2 higher BMI, and they are more active in physical activities for 4.06 hours in comparison to women.The focus should be directed to the education of young people, because they can easily adopt healthy habits that should be maintained for life. These results point out the necessity of an integrated approach to prevention and control of risk factors, particularly among youth.

Gender Differences, Social Loss Aversion and Sports Performance in Japanese Schoolchildren

2016 ◽  
Vol 5 (3) ◽  
pp. 14-30
Author(s):  
Yasuhiro Nakamoto ◽  
Masayuki Sato
Keyword(s):  
Gender Differences ◽  
Loss Aversion ◽  
Female Students ◽  
Male Students ◽  
Social Risk ◽  
Competitive Sports ◽  
Sports Performance ◽  
Social Loss ◽  
The Relationship ◽  
Reference Person

In this paper, we investigated the relationship between social loss aversion and the competitive sports performance. We found that social loss aversion significantly affected the competitive sports performance in a homogeneous group of male students, but not female students, and that these effects were consistent across various sports drills. In particular, the gender of a reference person was pivotal to determining the effects of social loss aversion. We also showed that social risk aversion did not significantly affect performance in competitive sports drills.

Sign in / Sign up

Export Citation Format

Share Document