scholarly journals Students’ Perceptions of Teachers’ Gender-Biased Treatments in the Classroom Context

2020 ◽  
Vol 3 (10) ◽  
pp. 174-187
Author(s):  
Abderrahim Khoumich ◽  
Driss Benattabou
Keyword(s):  
Academic Achievement ◽  
Strong Predictor ◽  
Empirical Support ◽  
Teacher Behavior ◽  
Differential Treatment ◽  
Classroom Context ◽  
Convenience Sample ◽  
Five Dimensions ◽  
Teacher Student ◽  
Significant Difference

Much research has been undertaken to examine teachers’ differential treatment of boys and girls, and the way this biased practice affects their academic achievement. There is a dearth however of research investigating students’ perceptions of gender bias which shapes most of the EFL classroom practices. This study comes to fill in this gap in research assessing Moroccan EFL learners’ perceptions of their teachers’ differential treatment. Relying on the implementation of She & Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ), this study examined the relationship between students’ perceptions of teacher differential treatment and their academic achievement. Based on a quantitative case study design, the data were collected from a convenience sample of n= 92 Moroccan EFL students from Moulay Ismail University. The findings added empirical support for She & Fisher’s (2002) TCBQ effectiveness in measuring teacher behavior. Correlational analyses provided evidence of a statistically significant relationship between academic achievement and TDT. Also, using a regression analysis test, TDT was found to be a strong predictor of academic achievement. The results also revealed a divergence in the perceptions of males and females of the five dimensions of TDT and an alarmingly significant difference in scholastic attainment in favor of girls. These findings have implications on EFL teacher-student interactions at the university level in general and on the education of boys in particular.

scholarly journals PERFORMANCE ANXIETY AND SLEEP PROBLEMS AS PREDICTORS OF ACADEMIC ACHIEVEMENT

2017 ◽  
Vol 5 (7) ◽  
pp. 399-407
Author(s):  
Namra Shahzadi ◽  
Misbah Arshad
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Sleep Problems ◽  
Strong Predictor ◽  
Performance Anxiety ◽  
Future Research ◽  
Convenience Sample ◽  
Present Sample ◽  
Hamilton Anxiety Scale ◽  
Predictors Of Academic Achievement

The present study investigated performance anxiety and sleep problems as predictors of academic achievement among a convenience sample of 100 university students (Male = 43, Female = 57). Method: The participants, aged 18 to 25 years, were selected from three different departments of University of Gujrat. Hamilton Anxiety Scale (Hamilton, 1959) and Pre Sleep Arousal Scale (Nicassio, Mendlowitz, Fussell, & Petras, 1989) were individually administered to the participants in their respective departments. Academic achievement was measured in terms of GPA of previous semester of each respondent. Results: The Cronbach Alphas for both the scales for the present sample fell in acceptable range (α = 0 .84 - 0.87). Linear regression analyses indicated that performance anxiety significantly predicted (p <.01, p<.001) of low academic achievement among university students. It was also identified that the higher level of performance anxiety was also a strong predictor (p < .0.001) of sleep problems among students. Conclusions: Discussion includes implications for future research and practices with reference to Pakistani culture.

scholarly journals A STUDY OF TEACHING APTITUDE OF PROSPECTIVE TEACHERS IN RELATION TO SEX, INTELLIGENCE AND ACADEMIC ACHIEVEMENT

2018 ◽  
Vol 5 (43) ◽  
Author(s):  
J. D. Singh ◽  
Satinder Kaur
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Interaction Effect ◽  
Survey Method ◽  
Statistical Techniques ◽  
Mental Ability ◽  
Five Dimensions ◽  
Professional Interest ◽  
Significant Difference ◽  
Descriptive Survey

The present study has been done to investigate the study of teaching Aptitude of Prospective teachers in relation to Sex, Intelligence and Academic Achievement of Malwa region in Punjab. Descriptive Survey Method of research has been used. The study was conducted over a random sample of 600 prospective teachers (300 males and 300 females). Teaching Aptitude Test Battery by R.P. Singh and S.N. Sharma was used. The tool consists of the following five dimensions: Mental ability, Attitude towards children, Adaptability, Professional information and Professional interest. Raven’s standard Progressive Matrices Scale by J.C. Raven was used. Academic Achievement has taken in reference of marks obtained by student teacher in B.A/ B.Sc/B.Com examination. Statistical techniques used for the study were Mean, SD, t-test and ANOVA used for analysis and interpretation of data. The result reveals that there is no significant difference in teaching aptitude of prospective teachers in relation to interaction effect of academic and intelligence.

scholarly journals A STUDY ON PREFERRED MEDIA OPTIONS FOR CONVEYING SALES PROMOTION OFFERS BY FAST FOOD RESTAURANTS

2018 ◽  
Vol 5 (43) ◽  
Author(s):  
Swarupa Bhatia ◽  
Parag Ajagaonkar
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Fast Food ◽  
Sales Promotion ◽  
Survey Method ◽  
Five Dimensions ◽  
Significant Difference ◽  
Raven's Standard Progressive Matrices ◽  
Professional Information ◽  
Descriptive Survey

The present study has been done to investigate the study of teaching Aptitude of Prospective teachers in relation to Sex, Intelligence and Academic Achievement of Malwa region in Punjab. Descriptive Survey Method of research has been used. The study was conducted over a random sample of 600 prospective teachers (300 males and 300 females). Teaching Aptitude Test Battery by R.P. Singh and S.N. Sharma was used. The tool consists of the following five dimensions: Mental ability, Attitude towards children, Adaptability, Professional information and Professional interest. Raven’s standard Progressive Matrices Scale by J.C. Raven was used. Academic Achievement has taken in reference of marks obtained by student teacher in B.A/ B.Sc/B.Com examination. Statistical techniques used for the study were Mean, SD, t-test and ANOVA used for analysis and interpretation of data. The result reveals that there is no significant difference in teaching aptitude of prospective teachers in relation to interaction effect of academic and intelligence.

scholarly journals Programming Language Training With the Flipped Classroom Model

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110214
Author(s):  
Ata Taşpolat ◽  
Fezile Özdamli ◽  
Emrah Soykan
Keyword(s):  
Academic Achievement ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Qualitative Data ◽  
Control Group ◽  
Data Set ◽  
Teacher Student ◽  
Significant Difference ◽  
The Impact ◽  
Experimental Group

The flipped classroom method, which could be considered as one of the crucial new generation teaching approaches, is a permutation of the educational activities that are carried out inside and outside of the classroom environment. The main purpose of the present study is to determine the impact of the flipped classroom approach on students’ academic achievement and their attitudes toward programming and methodology at the higher education level. The current study employed a mixed research method as findings were transcribed on the basis of quantitative and qualitative data sets. Academic achievement tests and attitudes toward programming scales were used to collect quantitative data, whereas a semistructured focus group interview was used to collect the qualitative data set. The findings demonstrated that a statistically significant difference existed among the students in the experimental group and students within the control group regarding their attitudes toward programming and academic achievement. The results of the study reported that the experimental group had more positive attitudes and higher levels of academic achievement when compared with the control group. The advantages of the flipped classroom model include the elevated teacher–student interaction, raised independence in terms of accessing courses regardless of time and place, the opportunity to save time particularly during practicing, student-centered structure and increased motivation. This method also has many disadvantages. These include the need for technological requirements, students not watching videos, poor attendance to the course, and the lowered student–teacher interaction, especially outside the classroom.

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Nisha Chandel ◽  
Seema Chopra
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Female Adolescents ◽  
Intelligence Scale ◽  
Male And Female ◽  
Male Adolescents ◽  
Significant Difference ◽  
Understanding Emotions ◽  
School Records ◽  
Better Than

The present study was undertaken to find out emotional intelligence and academic achievement of male and female adolescents. The sample consists of 82 students( 41 male and 41 female adolescents) from different schools in Hamirpur district of Himachal Pradesh. Emotional intelligence was assessed with the help of Emotional Intelligence Scale developed by Singh and Narain (2014) and academic achievement score were taken from the school records. The results revealed that there exists a significant difference in emotional intelligence of male and female adolescents. It was found that there existed significant difference in academic achievement of female adolescents and male adolescents. The mean emotional intelligence of female adolescents was better than of male adolescents. On the dimensions of emotional intelligence, it was found that there was no significant difference between male and female adolescents on understanding emotions, empathy and handling relations dimensions of emotional intelligence; while it was reported that there was significant difference between male and female adolescents on understanding motivation dimension of emotional intelligence On the other hand, it was found that there existed significant difference in academic achievement of female adolescents and male adolescents.

scholarly journals A comparison between Asians and Caucasians in the dimensions of the femoral isthmus based on a 3D-CT analysis of 1189 adult femurs

2021 ◽  
Author(s):  
Darius M. Thiesen ◽  
Dimitris Ntalos ◽  
Alexander Korthaus ◽  
Andreas Petersik ◽  
Karl-Heinz Frosch ◽  
...  
Keyword(s):  
Proximal Femur ◽  
Strong Predictor ◽  
Matched Pair ◽  
3D Ct ◽  
Femur Fractures ◽  
Matched Pair Analysis ◽  
Significant Difference ◽  
Ct Analysis ◽  
Ct Data ◽  
The Individual

Abstract Introduction For successful intramedullary implant placement at the femur, such as nailing in unstable proximal femur fractures, the use of an implant that at least reaches or exceeds the femoral isthmus and yields sufficient thickness is recommended. A number of complications after intramedullary femoral nailing have been reported, particularly in Asians. To understand the anatomical features of the proximal femur and their ethnic differences, we aimed to accurately calculate the femoral isthmus dimensions and proximal distance of Asians and Caucasians. Methods In total, 1189 Asian and Caucasian segmented 3D CT data sets of femurs were analyzed. The individual femoral isthmus diameter was precisely computed to investigate whether gender, femur length, age, ethnicity or body mass index have an influence on isthmus diameters. Results The mean isthmus diameter of all femurs was 10.71 ± 2.2 mm. A significantly larger diameter was found in Asians when compared to Caucasians (p < 0.001). Age was a strong predictor of the isthmus diameter variability in females (p < 0.001, adjusted r2 = 0.299). With every year of life, the isthmus showed a widening of 0.08 mm in women. A Matched Pair Analysis of 150 female femurs showed a significant difference between isthmus diameter in Asian and Caucasian femurs (p = 0.05). In 50% of the cases the isthmus was found in a range of 2.4 cm between 16.9 and 19.3 cm distal to the tip of the greater trochanter. The female Asian femur differs from Caucasians as it is wider at the isthmus. Conclusions In absolute values, the proximal isthmus distance did not show much variation but is more proximal in Asians. The detailed data presented may be helpful in the development of future implant designs. The length and thickness of future standard implants may be considered based on the findings.

scholarly journals Impact of Violent Experiences and Social Support on R-NSSI Behavior among Middle School Students in China

2021 ◽  
Vol 18 (7) ◽  
pp. 3347
Author(s):  
Kun Liu ◽  
Xueyan Yang ◽  
Moye Xin
Keyword(s):  
Social Support ◽  
Influencing Factors ◽  
Empirical Support ◽  
Female Students ◽  
Male Students ◽  
Male And Female ◽  
Self Injury ◽  
Significant Difference ◽  
Main Effect ◽  
Nonsuicidal Self Injury

Repetitive nonsuicidal self-injury (R-NSSI) is an extreme manifestation of nonsuicidal self-injury (NSSI) behavior that causes bodily harm and emotional and personality disorders. It is a growing concern, especially among adolescents; therefore, this study aims to provide empirical support for effective interventions on R-NSSI behavior among adolescents in China. We used data of about 1180 students from a survey conducted in seven middle schools in Xi’an, China, and applied multiple logistic regression to analyze NSSI and R-NSSI among male and female students, including their influencing factors. We found no significant difference between male and female students’ R-NSSI; however, regarding influencing factors, male students had more violent experiences and less social support than female students. Parental and familial factors played the most prominent role in social support. Social support was found to be a main-effect mechanism in the effect of violent experiences on R-NSSI among male students, whereas the mechanism had both a main effect and a certain buffer effect among female students. R-NSSI was found to be more prevalent among younger children, children with siblings, and those with romantic relationship experiences. We also found that healthy adolescent development involves the participation of families and schools. Health education should be conducted according to the students’ sex and characteristics.

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