Cognitive style and gender differences in children’s mathematics achievement

Arnup, Jessica Louise; Murrihy, Cherée; Roodenburg, John; McLean, Louise Anne

doi:10.1080/03055698.2013.767184

Cited by 26 publications

(21 citation statements)

References 49 publications

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“…In other words, gender is considered as a social construction and gender differences are considered contextually and non-permanently bound, as they are not genetic [9]. Based on some studies, for example, the study conducted at Australian elementary school students on the students aged 8-11 years, the mathematical ability of boys is superior to girls [10]. This is similar to the research of mathematical ability in elementary school students in Germany [11].…”

Section: Introductionsupporting

confidence: 60%

Mathematical Ability of Elementary School Students Based on Cognitive Style and Gender

Sukmawati¹,

Sari²,

Mitra³

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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Abstract-The development of mathematical ability of elementary school students is very important. Education in elementary school is a foundation in mathematical ability at a higher level. In fact, many things can affect students' mathematical ability both physically and mentally of the students. The facts underlying this study were the mathematical ability of elementary school students based on cognitive style and gender. Therefore, the purpose of this study was to examine the cognitive style and gender of the elementary school students' mathematical ability. The employed method was survey method. The subjects of this study consisted of 141 elementary school students on the fourth grade. These elementary school students were scattered in five districts in Banjarmasin. The instruments used were mathematical ability items and Group Embedded Figure Test (GEFT) to determine the cognitive style. Analysis of quantitative data in this study used SPSS 23.0 program. The conclusions that can be drawn from this study are the students' mathematical ability with field independent cognitive style were higher than the students with field dependent cognitive style; there was a significant relationship between mathematical ability and cognitive style in elementary school students. Boys' mathematical abilities were not significantly higher than girls. However, the average mathematical ability of boys was higher than girls. Furthermore, there was no relationship between mathematical ability and gender in elementary school students. Judging from the number of students correct answer on the questions of stuffing in algebraic form, the average students who answered correctly on all questions was 69.9% and the classification was good enough.

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Section: Introductionsupporting

confidence: 60%

Mathematical Ability of Elementary School Students Based on Cognitive Style and Gender

Sukmawati¹,

Sari²,

Mitra³

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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“…Male and female students seem to differ in their learning preference [19] and in the technology they prefer to use [20], [21]. However, data on gender differences are not conclusive because of changes in the attitudes toward ICT as a result of increased ICT universality in society [22].…”

mentioning

confidence: 91%

“…Differences between male and female students' learning preferences [19], types of ICT-supported activities [28], and ICT attitudes and opinions [24], [27] are reported. Male students are more often interested in ICT use [25], and use the computer more often for leisure activities [28].…”

Section: Gender and Ict Usementioning

confidence: 99%

Information Communication Technology Use among Students in Inclusive Classrooms

Bagon¹,

Gačnik²,

Starčič

2018

Int. J. Emerg. Technol. Learn.

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Abstract-Inclusion has brought diversity into 21st-century classrooms and introduced challenges for teachers who must adapt their teaching to diverse groups of children. Related research findings indicate that information and communication technology (ICT) can be used to provide personalized learning and support inclusion. Our research compared the school-and leisure-related computer use of students in inclusive classrooms. The frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were examined. Consistent with those of previous studies, our findings show that students with special needs (SN) and their peers use computers more frequently for leisure activities than for school activities. Compared with their peers, students with SN use computers less frequently and are more resistant to computer use. No correlation was found between the presence of SN and a student's desire to use a computer or a student's opinion on whether computer use improves learning success. A comparison of male and female students revealed that boys use computers more frequently, and have a stronger belief that computer use improves learning success. This study discusses ICT integration in inclusive classrooms for personalized learning in all domains of learning, the cognitive, affective-social, and psychomotor domains. The main conclusions derived from the study inform teachers in planning their ICT integration for cognitive, social and emotional scaffolding of students in inclusive classrooms.Keywords-information and communication technology (ICT), inclusive class, students with special needs 56

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“…In this study we also looked for possible relationship between participants' EFL achievement and their self-evaluation on the cognitive test. It should be noted that although many scholars (Arnup, Murrihy, & Roodenburg, 2013;Oxford, Nyikos, & Ehrman, 1988) have highlighted the importance of gender as a factor, the results are severely inconsistent. Furthermore, findings of those studies in the realm of EFL which have investigated the role of gender with respect to cognitive styles have yielded less consistent results (e.g., Saricaoglu & Arikan, 2009).…”

Section: Introductionmentioning

confidence: 95%

“…Nonetheless, it is not true for all cultures (Kaylani, 1996). On the other hand, Arnup, Murrihy, & Roodenburg (2013), suggested that cognitive styles affect boys and girls differently. With respect to learning style and reasoning, Severiens, Dam, & Nijenhuis (1998), found no significant difference between the two genders.…”

Section: The Role Of Gendermentioning

confidence: 99%

Successful vs. Less Successful Iranian EFL Learners: Cognitive Styles, Cognitive Flexibility, and Experience Evaluation

Avarzamani¹,

Farahian²

2017

IJEL

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The present study aimed to compare successful with less successful English as a Foreign Language (EFL) learners regarding their cognitive styles and flexibility, together with the learners' evaluation of their experience of doing an unfamiliar cognitive test. The sample consists of 60 adult EFL learners (30 successful and 30 less successful), both males and females symmetrically. The homogeneity of participants' age of onset, socio-economic class, and motivation was also considered. The data was analyzed, using Chi-square and Gamma correlation. Overall, it was revealed that analytical, logical reasoning, reflective, and learning were the most prominent cognitive styles among successful learners. They also showed a considerable cognitive flexibility. On the other hand, less successful learners were inclined to the random style, along with a lower cognitive flexibility. With respect to gender groups, it turned out that females in the successful group were significantly inclined to the reflective and logical reasoning styles and less successful females adopted a random style. Finally, no significant result was found concerning the cognitive test evaluation. The findings of this study may contribute to a wider understanding of EFL success and failure from the viewpoint of cognitive preferences.

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Cognitive style and gender differences in children’s mathematics achievement

Cited by 26 publications

References 49 publications

Mathematical Ability of Elementary School Students Based on Cognitive Style and Gender

Mathematical Ability of Elementary School Students Based on Cognitive Style and Gender

Information Communication Technology Use among Students in Inclusive Classrooms

Successful vs. Less Successful Iranian EFL Learners: Cognitive Styles, Cognitive Flexibility, and Experience Evaluation

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