scholarly journals Strategies-Based ESP Instruction (SBI) of Reading Comprehension: Male vs. Female Students

2012 ◽  
Vol 4 (2) ◽  
pp. 171
Author(s):  
Seyyed Hossein Kashef ◽  
Ayoob Damavand ◽  
Azizollah Viyani
Keyword(s):  
Reading Comprehension ◽  
Female Students ◽  
Male Students ◽  
Effective Strategies ◽  
Reading Comprehension Instruction ◽  
Comprehension Ability ◽  
And Gender ◽  
Method Of Instruction ◽  
Based Instruction ◽  
Age Range

The present study aimed at exploring the effect of a Strategies-Based Instruction (SBI) on improving male and female students' reading comprehension ability in an ESP context. The main assumption was that SBI would be more successful in developing reading comprehension of females compared to male students through using effective strategies and skills delivered in SBI method. The participants, within the age range of 18-22, included 24 male and 26 female students who were an intact experimental group. Following a pretest, treatment (15 weeks, 2 sessions per week), and a posttest, the obtained data was analyzed using ANOVA to examine the effects of the independent variables, namely, method of instruction and gender. The results of the analysis showed that although the teaching intervention had a significant effect on students' reading comprehension, gender’s effect was not significant. The findings are discussed in relation to effective reading comprehension instruction through the use of cognitive and metacognitive strategies in ESP teaching contexts.

scholarly journals What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

2021 ◽  
Vol 11 (7) ◽  
pp. 333
Author(s):  
Kerstin Hamann ◽  
Maura A. E. Pilotti ◽  
Bruce M. Wilson
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Causal Attribution ◽  
The United States ◽  
Female Students ◽  
Male Students ◽  
Course Grades ◽  
Success In Higher Education ◽  
And Gender

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

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.

scholarly journals A Qualitative Study of Reading Comprehension: An Insight from Pakistani Context Bridging the Needs of Engineering Students

2016 ◽  
Vol 6 (2) ◽  
pp. 85
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin ◽  
Insaf Ali Simming ◽  
Ali Asgher Chandio
Keyword(s):  
Reading Comprehension ◽  
Qualitative Study ◽  
Reading Ability ◽  
Engineering Students ◽  
Structured Interviews ◽  
Comprehension Instruction ◽  
Reading Comprehension Instruction ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

<p>This study aimed to investigate the teachers’ opinions in terms of reading comprehension instruction to the engineering students for bridging their difficulties in reading academic text in communication subject. The study was conducted in the four engineering departments of one university in Pakistan. Semi-structured interviews of 10 teachers were used as a qualitative instrument to collect data for this study to know the needs of engineering students in terms of reading comprehension. The data was analyzed through NVivo version 8 for interpretation of the results. This study provided the most promising findings to develop reading ability among engineering students. The findings revealed that teachers should use rereading text, text scanning, and text skimming strategies to develop reading comprehension ability of engineering students.</p>

scholarly journals The role of gender-specific factors in the choice of specialty training in obstetrics and gynecology: results from a survey among medical students in Germany

2021 ◽  
Author(s):  
Maximilian Riedel ◽  
André Hennigs ◽  
Anna Maria Dobberkau ◽  
Caroline Riedel ◽  
Till Johannes Bugaj ◽  
...  
Keyword(s):  
Medical Students ◽  
Interest Rates ◽  
Practical Experience ◽  
Young Female ◽  
Female Students ◽  
Male Students ◽  
Obstetrics And Gynecology ◽  
Specialty Training ◽  
And Gender ◽  
Gender Specific

Abstract Purpose The field of obstetrics and gynecology (OB/GYN) is facing growing competition for young professionals in Germany, with high interest rates among female graduates and a declining proportion of male students who choose residency training in the field. The aim of this study is to analyze general and gender-dependent factors that influence the decision for or against specialty training in OB/GYN among medical students in Germany. Methods Between February and November 2019, n = 346 medical students in their 5th and 6th year of undergraduate training at Heidelberg University received a questionnaire with 44 items. Results n = 286 students (61.3 female; 38.7% male) participated in the study. 28% of the female students and 9% of the male students had considered OB/GYN for their specialty training. The students reported different general and gender-specific influencing factors in their choice of a specialty. Both genders desired a good work-life-balance, however, in comparison with their female colleagues, male students had heavily weighted factors related to their later careers and professional success, including competition among colleagues. Male students had gained little practical experience during compulsory internships (26.9% for females vs. 8.8% for males) or had chosen their final-year elective in OB/GYN (15.9% for females vs. 5.5% for males). Female students had worried about the negative effects of their sex on their career (35.4% for females vs. 5.9% for males). Conclusion OB/GYN must become more appealing and attractive to young female and male professionals alike. A better compatibility of career and family should go hand in hand with the implementation of differentiated, (extra) curricular teaching approaches that take the different preferences of female and male students into account.

scholarly journals PEMAHAMAN KONSEP SEGIEMPAT SISWA DITINJAU DARI TIPE KEPRIBADIAN EKSTROVERT-INTROVERT DAN JENIS KELAMIN

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 231-240
Author(s):  
Rista Amelia ◽  
Ismail Ismail
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Personality Types ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Mathematics Ability ◽  
Mathematics Understanding ◽  
And Gender

Understanding the concept is one important factor in the purpose of learning mathematics. Understanding concepts is the ability of students in mastering a concept both in explaining and applying a concept in problem solving or problem solving. Personality plays a role in the learning process of students this is because the attitude of each individual in making decisions is influenced by habits. Personality and gender differences can allow differences in understanding of concepts. This research is a qualitative descriptive study with the aim to describe the understanding of the quadrilateral concept of students in terms of extrovert-introvert personality types and gender. In this study four junior high school students were chosen as subjects determined by extrovert-introvert personality types and gender. Data collection instruments used consisted of mathematics ability tests, MBTI personality questionnaires, quadrilateral understanding of concept material tests and interview guidelines. The results of this study indicate (a) Extroverted male students are less able to restate the quadrilateral concept, and less able to use and utilize and choose procedures or operations to solve quadrilateral problems (b) Extroverted female students are less able to restate the quadrilateral concept, less able to calcify quadrilateral based on appropriate traits, and less able to use and utilize and choose procedures or operations to solve quadrilateral problems (c) Introverted male students are less able to restate the quadrilateral concept, less able to calcify rectangles based on appropriate traits, ( d) Introverted female students are less able to calcify quadrilateral based on appropriate traits. The implication of the results of this study is the understanding of the concepts in each personality of both men and women need to be considered.   Keywords: Understanding of concepts, quadrilateral, ekstrovert-introvert and gender.

scholarly journals Gender-based Students’ Listening Ability of Auditory Learning Modality

2020 ◽  
Vol 5 (2) ◽  
pp. 17-23
Author(s):  
Dadang Cunandar
Keyword(s):  
Female Students ◽  
Male Students ◽  
Physical Aspect ◽  
Research Subjects ◽  
Auditory Learning ◽  
Fifth Grade Students ◽  
Field Notes ◽  
Listening Ability ◽  
Gender Based ◽  
And Gender

This study aims to determine the characteristics of gender-based auditory learning modality, supporting aspects of listening ability, and gender-based listening abilities. This study used a qualitative approach with a case study design. The research subjects were the fifth grade students of Cigugur State Elementary School. Data was collected through literature studies, observations, interviews, documentation, and field notes. The validity of the data is checked by data credibility and data dependability. Data is analyzed by data reduction, data presentation, and conclusion or verification. The results of the study show 85% students showed the characteristics of auditory learning modality. The characteristics of male students tend to be independent, strong, and ambitious while female students are more cheerful, spoiled and obey. The supporting aspects of listening ability are physical aspect, psychological aspect, sex, and learning media. The listening ability of female students is better than male.

scholarly journals Kønsmarkører som strategier i studerendes positioneringskampe

2010 ◽  
Author(s):  
Gerd Christensen
Keyword(s):  
Group Leader ◽  
Female Students ◽  
The Other ◽  
Male Students ◽  
Sex And Gender ◽  
Project Groups ◽  
Poor Group ◽  
And Gender ◽  
Group Workers ◽  
The One

Gender markings as strategies in the students struggle for positioning. References to sex and gender can be employed in order to distribute legitimacy among participants in various situations. Through analyses of four stories, this article shows how this can be practiced among university students at project-oriented educations. On the one hand, the female students are referred to as talkative and often bursting into tears. Both conducts are considered as problematic in the project groups because they take time and focus from the work on the project. Thus, the consequence of the stories is a devaluation of the female students. The male students are on the other hand told as either poor group workers because of their preferences for playing or are having to navigate between the attractiveness of being the group leader and the illegitimate position of dominating their fellow students in the group. The conclusion of the analyses states that the stories are not only told in order to distribute legitimacy among the students, but are negotiations and reformulations of the norms of the contexts.

scholarly journals Body Mass Index (BMI) assessment among Macau students: age group differences and weight management strategies

2017 ◽  
Vol 80 (4) ◽  
pp. 349-367 ◽  
Author(s):  
Walter King Yan Ho ◽  
Md Dilsad Ahmed ◽  
Chi Ian Leong ◽  
Patrick Chan ◽  
Rudolph Leon Van Niekerk ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Weight Gain ◽  
Weight Management ◽  
Body Mass ◽  
Age Groups ◽  
Female Students ◽  
Male Students ◽  
Second Phase ◽  
Two Phases ◽  
Age Range

AbstractThere is evidence that rapid weight gain during the first year of life is associated with being overweight later in life. Therefore, overweight tendencies need to be detected at an appropriate age, and suitable strategies need to be implemented for weight management to achieve optimal long-term health. The objective of this study was to investigate comparisons in BMI status and associated categories in male and female students over ten years in two phases, including 2008-2013 and 2009-2014. Weight and height data were collected to obtain BMI (Body Mass Index) over ten years in two phases. The first phase occurred from 2008 to 2013, and the second phase occurred from 2009 to 2014 in a population of 10846 school children (Males: 6970, 64.3%, and females: 3875, 35.7%) in Macau. Their ages ranged from 6 years old in 2008 to 11 years old in 2013. The same age range was observed in the second phase, i.e., 2009-2014. Statistical analyses included descriptive statistics, such as the mean, standard deviation, t-tests to determine gender differences (year-wise) and a Chi square test for independence to determine the relationship between BMI (Underweight, Standard, Overweight and Obese) and age groups. In the first phase (2008-2013), the findings indicated a higher BMI level among the male students than the female students across all age groups (2008 t = 5.24, 2009 t = 88.25, 2010 t = 11.32, 2011 t = 17.45, 2012 t = 19.70 and 2013 t = 19.92). In the second phase (2009-2014), a higher BMI level was found among the male students than the female students across all age groups (2009 t = 2.68, 2010 t = 2.886, 2011 t = 3.076, 2013 t = 4.228, and 2014 t = 2.405). The results of the two phases combined (2008 to 2014 and 2009 to 2014) revealed that male students in 2008 had a higher BMI level than their counterparts in 2009 in the two age categories (8 years t = 3.025 and 11 years t = 3.377). Female students in the second phase (2009-2014) showed a higher BMI level than their male counterparts (9 years, t = 3.151). The results indicate the need to have focused strategies and structured interventions for male students at the critical age range of 8 to 9 years old. The results of this study also imply the need for the delivery of suitable school intervention activities at the appropriate time. Specifically, the prevention of weight gain should start early in life to encourage the development of healthier behaviours and habits throughout childhood and later ages.

Analysis of the relationship between the personality traits of university students and their grit levels

2021 ◽  
Vol 9 (2) ◽  
pp. 606-612
Author(s):  
Nezir Ekinci ◽  
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Personal Information ◽  
Negative Relationship ◽  
Openness To Experience ◽  
Female Students ◽  
Male Students ◽  
Significant Difference ◽  
Research Findings ◽  
Age Range

This research aims to examine the relationships between personality traits and the grit levels of university students. Participants of the study are 379 students (304 females, 75 males). The age range of the study group is 18-25. Five-Factor Personality Scale, Short Grit Scale, and Personal Information Form were used as data collection tools in the study. Analysis of the data was performed using the Pearson product moments correlation with the SPSS program and t-test techniques for independent groups. According to the findings obtained from the study, a positive significant relationship was found between liability, openness to experience, extraversion and adaptation personality traits, and grit levels. It’s also found that a negative relationship between neuroticism and grit levels. In terms of gender, there was no significant difference between male students and female students in grit levels. However, in terms of gender, it was observed that there was a significant difference between male students and female students in terms of adaptation and openness to experience. The research findings were discussed within the scope of the literature and recommendations were made according to the results.

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