Gender differences in school performance and attitudes toward school

Rodríguez-Martínez, Carmen; Gil, Monsalud Gallardo

doi:10.1590/s0104-40362019002702235

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…Many studies concluded that females perform better in academic endeavours when compared to males. Similarly, Martínez and Gil (2019) found that females were more committed to academic work than males. Albalawi ( 2019) also reported that female medical students were slightly better in academic performance than their male counterparts.…”

Section: Gender Differences Academic Performance and Personality Characteristicsmentioning

confidence: 94%

Exploring the Effect of Gender and Personality Characteristics on Educational Performance

Olowookere

Omonijo

Odukoya

et al. 2020

JESR

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This study was an update on gender differences, personality characteristics and academic performance carried out among students at a private University in Ogun State, Nigeria. The present study intends to validate the findings of the previous study with further review of literature on the subject matter. The result of the study showed that male and female students are different with regards to academic performance but not in personality traits. Also, conscientiousness (r=.272, p<.01) was found to be positively related to academic performance while neuroticism (r=-.170, p<.05) negatively correlated with academic performance. Furthermore, the other Big five personality factors did not have any significant relationship with academic performance: extraversion (r= -.027, p>.05), agreeableness (r= .057, p>.05) and openness to experience (r= -.018, p>.05). These personality factors jointly influenced changes in academic performance [F (5,195) = 3.897, p<.01]. The present study found a consensus in gender differences in academic performance with females outperforming the males. Also, studies agree that females are higher in agreeableness and neuroticism but not significantly different in conscientiousness when compared with males. This study concluded that conscientiousness trait had a significant effect on students’ academic performance; and that female students academically performed better than their male counterparts. Consequently, it was recommended that further studies be conducted to ascertain gender differences in personality characteristics using a very large sample size.

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Section: Gender Differences Academic Performance and Personality Characteristicsmentioning

confidence: 94%

Exploring the Effect of Gender and Personality Characteristics on Educational Performance

Olowookere

Omonijo

Odukoya

et al. 2020

JESR

View full text Add to dashboard Cite

show abstract

“…Other studies have shown that gender is one of the student demographics that significantly affect students' performance (Saa et al, 2019). Nevertheless, some studies reported no critical effect of gender (Martínez & Gil, 2019) and students' social condition (Maghari & Mousa, 2017) on academic performance. In short, it is crucial to further examine demographic factors as there is a gap in existing knowledge on how demographics affect students' performance.…”

Section: Factors That Predict Students' Performancementioning

confidence: 99%

Predicting students’ performance in English and Mathematics using data mining techniques

Roslan

Chen

2022

Educ Inf Technol

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This study attempts to predict secondary school students' performance in English and Mathematics subjects using data mining (DM) techniques. It aims to provide insights into predictors of students' performance in English and Mathematics, characteristics of students with different levels of performance, the most effective DM technique for students' performance prediction, and the relationship between these two subjects. The study employed the archival data of students who were 16 years old in 2019 and sat for the Malaysian Certificate of Examination (MCE) in 2021. The learning of English and Mathematics is a concern in many countries. Three main factors, namely students' past academic performance, demographics, and psychological attributes were scrutinized to identify their impact on the prediction. This study utilized the Orange software for the DM process. It employed Decision Tree (DT) rules to determine the characteristics of students with low, moderate, and high performance in English and Mathematics subjects. DT and Naïve Bayes (NB) techniques show the best predictive performance for English and Mathematics subjects, respectively. Such characteristics and predictions may cue appropriate interventions to improve students' performance in these subjects. This study revealed students' past academic performance as the most critical predictor, as well as a few demographics and psychological attributes. By examining top predictors derived using four different classifier types, this study found that students' past Mathematics performance predicts their MCE English performance and students' past English performance predicts their MCE Mathematics performance. This finding shows students' performances in both subjects are interrelated.

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Gender aspects of empathy in online learning of adolescents

Pidbutska

Demidova

Knysh

2021

JECS

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Aim. The aim of the article is to present the results of a study of gender-related features of the connection between empathy and performance of adolescents during online learning. The main objectives of the study are as follows: defining criteria for online learning success; holding expert assessment of success of online learning of adolescents; studying correlation between the level of empathy and success of online learning in groups of male and female. Methods. The study participants consist of 50 teenagers from a secondary school in Kharkiv (Ukraine) and their 10 teachers. The study uses the following methods: 1) expert assessment; 2) psychological testing (Mehrabian and Epstein Questionnaire); 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different levels of empathy and different levels of online learning performance); Pearson's χ2 consistency criterion- (to compare data distributions in groups of female and male participants by all study indicators); Spearman's correlation analysis (to investigate the correlation between the level of empathy and the level of successful performance of online learning of adolescents). Results. During the study, the aim has been achieved and all the objectives have been fulfilled, in particular: 1) “involvement in online learning” and "quality of online learning" are defined as criteria for online learning successful performance; 2) expert assessment of the study results is carried out, allowing us to determine that female participants show mainly medium and high levels of online learning performance, while male participants show low and medium-level results; 3) it is determined that the correlation between the level of performance of online learning and empathy in the group of girls is higher than in the group of boys. Conclusions. The study shows that the development of online courses requires not only the use of modern technological and methodological approaches, but also taking into account the gender-related and personal traits of students.

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Gender differences in school performance and attitudes toward school

Cited by 3 publications

References 12 publications

Exploring the Effect of Gender and Personality Characteristics on Educational Performance

Exploring the Effect of Gender and Personality Characteristics on Educational Performance

Predicting students’ performance in English and Mathematics using data mining techniques

Gender aspects of empathy in online learning of adolescents

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