Boys versus girls’ educational performance: Empirical evidences from global north and global south

Ullah, Raza; Ullah, Hazir

doi:10.30918/aerj.74.19.036

Cited by 25 publications

(26 citation statements)

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“…People who believe that boys are more intelligent than girls also acknowledge the current trend towards boys' underperformance (see Baru, 2012;Ullah & Ullah, 2019). Findings from early and recent studies suggest that boys are underperforming in education at the school, college and university levels (DiPrete & Buchmann, 2013;Ullah & Ullah, 2019). Thomson et al, (2012) assert that boys are underperforming in education at all levels.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Most of these studies have been carried out in developed countries. (Baru, 2012;R. Ullah & Ullah, 2019).We have identified a considerable number of studies in countries of the developing world (Agbalajobi, 2010;Alam, 2017).…”

Section: Review Of Literaturementioning

confidence: 99%

“…A number of studies have shown that female students outperform their male counterparts in arts and humanities, while boy students are better in STEM subjects (Natta, Desai, & Vanneman, 2017). Nevertheless, several studies have concluded that female students perform better than their male counterparts in almost all subjects (Driessen & Van Langen, 2013;Ullah, Ullah, & Allender, 2020;Ullah & Ullah, 2019). This is a vivid gender reverse trend in educational performance.…”

Section: Introductionmentioning

confidence: 99%

“…This gender reverse trend in educational performance has received serious academic attention across the world. For example, in the 1970s and 80s, the issue of female students' underperformance in education was a key focus of debate and research in the developed and developing nations (Ullah & Ullah, 2019). From the mid-1990s, feminist struggles and movements have reduced gender discrepancies in education (Ullah, Ullah, & Bilal, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Only a few small-scale studies have been carried out on boys' underperformance in education in Pakistan (Aslam, 2009;Ullah, Ullah and Allender, 2020;Ullah & Ullah, 2019). This shows that the issue of boys' underperformance is a neglected area in the context of Pakistani society in general and in KP in particular.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Perspectives on Boys’ Underperformance in Education in Khyber Pakhtunkhwa, Pakistan

Ullah

2021

REI

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This article is an attempt to explore possible causes of boys’ underperformance in the Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) Annual examinations of the Board of Intermediate and Secondary Education (BISE) Peshawar, KP, Pakistan. T he a im o f t he s tudy i s t o e xplore t he i ssue o f b oys’ underperformance from the perspectives of school and college teachers. Thus, the data for the study come from qualitative interviews with 30 school and college teachers (15 male and 15 female). We employed purposive sampling technique for including teachers. The findings of the study recommend that evidence-based strategies need to be adopted to improve boys’ academic performance and attitudes to learning.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ Perspectives on Boys’ Underperformance in Education in Khyber Pakhtunkhwa, Pakistan

Ullah

2021

REI

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The configurational effects of task-technology fit, technology-induced engagement and motivation on learning performance during Covid-19 pandemic: An fsQCA approach

Elçi

Abubakar

2021

Educ Inf Technol

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At the onset of 2020, Covid-19 pandemic began and disrupted teaching and learning activities with substantial implications for resources and operations. Against this backdrop, the configural causal effects of task-technology fit, technology-induced engagement and motivation, gender, and residential location on learning performance are examined. The proposed association was tested with a dyad sample of faculty members and students (n = 16) using fuzzy sets (fsQCA) analysis. Results show that (i) task-technology fit, and technology-induced motivation emerge as necessary conditions for high learning performance; (ii) task-technology fit, technology-induced engagement and motivation are sufficient conditions for high learning performance among female students, (iii) task-technology fit, technology-induced engagement and motivation are sufficient conditions for high learning performance among students living in urban areas and (iv) task-technology fit is a sufficient condition for high learning performance among female students living in rural areas irrespective of technology-induced engagement and motivation. Implications for theory and policy prescriptions are offered for practitioners.

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Gender differences in academic performance of students studying Science Technology Engineering and Mathematics (STEM) subjects at the University of Ghana

Wrigley-Asante

Ackah

Frimpong³

2023

SN Soc Sci

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Using a mixed-methods research design, this study compares academic performance of males and females studying STEM subjects or courses at the university level with that of the senior high school level performance. The factors contributing to the gender differences in academic performance at the two levels of the educational ladder were also explored. Overall, the results show that the academic performance of males was better than females at the senior high school level, whilst at the tertiary level, the academic performance of females appeared to have improved relative to that of males. Whilst gender stereotypes contributed greatly to differences in academic performance at the high school level, factors such as teaching methodologies and styles, motivation and support from parents, and advocacy campaigns on women’s empowerment accounted for the improved academic performance of females at the tertiary levels. On the other hand, males’ engagements in extra-curricular activities and other economic ventures, which are also linked to broader socio-economic influences such as economic hardship, financial constraints, and gendered ideologies tend to affect the academic performance of males at that level. We recommend that whilst emphasis is placed on getting more females in STEM disciplines and careers, it is equally important to focus on males. This requires continuous education and sensitisation of gender stereotypes and policy measures to sustain both males and females in STEM for overall national development.

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Boys versus girls’ educational performance: Empirical evidences from global north and global south

Cited by 25 publications

References 0 publications

Teachers’ Perspectives on Boys’ Underperformance in Education in Khyber Pakhtunkhwa, Pakistan

Teachers’ Perspectives on Boys’ Underperformance in Education in Khyber Pakhtunkhwa, Pakistan

The configurational effects of task-technology fit, technology-induced engagement and motivation on learning performance during Covid-19 pandemic: An fsQCA approach

Gender differences in academic performance of students studying Science Technology Engineering and Mathematics (STEM) subjects at the University of Ghana

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