Do Male and Female Students Learn Differently?

Jamiah, Jamiah; Mahmud, Murni; Muhayyang, Maemuna

doi:10.26858/eltww.v2i2.1691

Cited by 6 publications

(10 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding may suggest the influence of gender in choosing learning strategies, especially regarding taking risks. As mentioned by Jamiah et al (2016), male students have more confidence, are often more active and logical, and seek excitement in learning, as also suggested by Dörnyei (2005), hence the risk-taking tendency in choosing the guessing strategies to make educated predictions.…”

Section: Discussionmentioning

confidence: 65%

“…The interviewed male participants both shared the use of CTRL+F as one of their strategies to avoid being overwhelmed with excessive information in journals or books. It shows the gender influence that male students are logical (Jamiah et al, 2016) as they were aware and actively used the features that could assist them. This integration of technology in reading to help comprehension is supported by Capodieci et al (2020).…”

Section: Discussionmentioning

confidence: 99%

“…Specifically, this study indicates the gender influence in learning strategy choices, especially from the findings in planning and monitoring strategy use by male and female students regarding guessing strategies. Male students often seek excitement and are more confident and logical in the learning process, as supported by Jamiah et al (2016), which leads to guessing and predicting tendencies. In addition to the contrast, male and female students also shared similarities, especially in evaluation strategy use.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies

Andriani

Mbato

2021

J. Eng. Foreign. Lang.

View full text Add to dashboard Cite

Metacognitive strategies have been investigated as helping tools for students’ reading comprehension, but their use may vary between males and females. Though gender is an essential factor in language learning, few studies highlighted the influence of gender on the metacognitive reading strategy use by Indonesian students. To fill in the gap, this study investigated the use of metacognitive strategies during academic reading from a gender perspective. A mixed-method was adopted, with open-ended and close-ended questionnaires and a semi-structured interview used to gather the data. From the quantitative data analysis, the students used most metacognitive strategies to a high degree. The only significantly different strategy use was guessing meaning (F=0.232, p<0.05), where male students used it more often. From the qualitative data analysis, the female students used more strategy variations than the male students (20 and 18 strategy variations respectively). The students shared some similar and some different reasons to use metacognitive reading strategies. The results suggested the gender influence on male students to make predictions. The findings from this research will prompt English teachers to introduce metacognitive strategies in reading through appropriate instructions and guidance to enable the students to implement and develop their metacognitive strategies in academic reading.

show abstract

Section: Discussionmentioning

confidence: 65%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies

Andriani

Mbato

2021

J. Eng. Foreign. Lang.

View full text Add to dashboard Cite

show abstract

“…6 No. 1 (2019) Hijrah: Investigating Male and Female EFL Students' … Active  try to practice  to know more  to show up  depending on situation  encouraging to involve in the class Silent  not interested with the material and topic  having less vocabulary  having not good English and pronunciation to speak English  feeling moody  ashamed and afraid  feeling nervous and not confident to speak because afraid to make mistakes  feeling doubt to express their opinion  not understand the material and the explanation  feeling moody  not interested to the material Jamiah, Mahmud and Muhayyang (2015)…”

Section: Students' Preferences To Be Active or Silent In English Classmentioning

confidence: 99%

“…Jamiah, Mahmud and Muhayyang (2015) investigated the students' language learning strategies by collecting data from 15 male students and 15 female students of the second grade at SMA Negeri 11 Makassar. Mostly, females used social strategy because they were more emphatic, social thinking and like cooperating with their peers while the males preferred to the compensation strategy because their characteristics were more confident, fun, logical, active in expressing their opinion.…”

Section: Introductionmentioning

confidence: 99%

Male and Female EFL Students’ Learning Style at Muhammadiyah University of Makassar

Baharu

2019

ELTWW

View full text Add to dashboard Cite

This study is intended to answer the main research questions related to the students’ learning style preferences that used dominantly by male and female students at Muhammadiyah University of Makassar in 2017/2018 academic years. Their gender differences in communication affect the students’ learning style. There were 20 students involved as the participants of the study which were selected by using convenient sampling. The data were collected by using three instruments: observation, diaries and questionnaire. Then, the data were analyzed by using mixed methods both qualitatively and quantitatively. Qualitative data were obtained from observations and diaries while quantitative data were obtained from questionnaires. The procedures of data analysis consisted of data reduction, data display, and drawing conclusion or verification. The result of this study shows that the learning style that used dominantly by female students is kinesthetic learning style. Moreover, the data also showed that the male students tend to use auditory learning style. Whereas, in terms of individual and group learning style preference, there were no significant differences between male and female in working as a group and individual. In addition, there is an effect of gender difference in term of learning style because of the notions of male and female’s communication. The male students’ preferred auditory learning style because male students tended to enjoy and more active to learn by hearing music and short video as learning media. On the other hand, female students preferred kinesthetic learning style because they learn best by being involved physically in the classroom, such as learning by doing and learning by using games. These styles of learning are affected by the notions of gender differences in communication.

show abstract

Perilaku Pro-Lingkungan Peserta Didik Berdasarkan Media Pembelajaran dan Gender

Baga

Astuty²,

Astra³

et al. 2022

basicedu

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk mengetahui perilaku pro-lingkungan peserta didik setelah diberi media pembelajaran yang berbeda (karikatur dan komik) di kelas berdasarkan gender. Metode yang digunakan eksperimen faktorial 2 x 2. Pengambilan sampel secara purposive sampling dengan 56 peserta didik SMP yang terdiri dari 28 peserta didik laki-laki dan 28 peserta didik perempuan. Data yang terkumpul bersumber dari pengambilan data dengan instrumen nontes berupa kuesioner menggunakan skala likert. Hasil perhitungan two way ANOVA menunjukkan bahwa Fhitung = 7,22 pada > Ftabel pada α=0,05 = 4,16. Hasil pengujian membuktikan adanya pengaruh yang sangat signifikan antara media pembelajaran dan media pembelajaran terhadap perilaku pro-lingkungan. Adanya interaksi membuktikan bahwa masing-masing media pembelajaran memberi pengaruh yang berbeda terhadap perilaku pro-lingkungan jika diterapkan pada peserta didik dengan gender yang berbeda. Rekomendasi penelitian ini, diharapkan dapat menjadi alternatif media pembelajaran berbasis gender dalam mengukur perilaku pro-lingkungan. Selain itu, peneliti selanjutnya dapat meneliti faktor-faktor lain baik secara langsung dan tidak langsung yang mempengaruhi perilaku pro-lingkungan peserta didik.

show abstract

Do Male and Female Students Learn Differently?

Cited by 6 publications

References 3 publications

Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies

Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies

Male and Female EFL Students’ Learning Style at Muhammadiyah University of Makassar

Perilaku Pro-Lingkungan Peserta Didik Berdasarkan Media Pembelajaran dan Gender

Contact Info

Product

Resources

About