Gender Difference in the Scholastic Achievement Test (SAT) among School Adolescents

Akpotor, Julie; Egbule, Elizabeth Osita

doi:10.5430/wje.v10n1p97

Cited by 7 publications

(8 citation statements)

References 11 publications

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Section: Research Question: What Correlation Exists Between Class Att...supporting

confidence: 78%

“…The finding in this study however, support Akpor and Egbule (2020) who carried out a study among secondary school students and found that males scored higher in three Physics papers than females with the scores widening from one paper to the other in Scholastic Achievement Test (SAT). Akpor and Egbule (2020) explained that the test scores widened in favour of males as the test papers became relatively more difficult. Cortright et al (2011) found that the influence of regular class attendance on academic performance was more important for female students than male students: female students scoring above-average grades had higher class attendance scores than female students who scored grades below class average but these differences were not observed among male students.…”

Section: Research Question: What Correlation Exists Between Class Att...supporting

confidence: 78%

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Influence of Class Attendance on Academic Performance of Community Senior High School Students

Attakumah¹

2022

IJEE

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Academic performance is one key measure of students’ success in schools and is of much concern in Ghana just as in other sub-Sahara African countries. It is influenced by a plethora of variables but not many studies have examined the influence of class att endance on learners learning success. This article examined class attendance and its correlation with academic performance of students in community senior high schools. A stratified random sample of 354 grades 11 and 12 students from three community senior high schools had their class attendance scores and end of term examination scores used. Pearson Product Moment correlation and independent sample t-Test were the statistical tools used. The study found that there was a positive correlation between students’ class attendance and their academic performance. There was a statistically significant difference between academic performance of students who had high class attendance and those who had low class attendance. Much focus should be placed on continuous assessment t o motivate students’ attend class regularly.

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Section: Research Question: What Correlation Exists Between Class Att...supporting

confidence: 78%

Section: Research Question: What Correlation Exists Between Class Att...supporting

confidence: 78%

Influence of Class Attendance on Academic Performance of Community Senior High School Students

Attakumah¹

2022

IJEE

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“…In effect, they exhibited commendable performance in science classes. A previous study conducted by Akpotor and Egbule (2020) revealed that gender difference exists in the scholastic achievement test (SAT) between male and female senior high school learners in their physical science subject. However, their results indicate that male students outperformed their female counterpart, contrary to the present study finding.…”

Section: Science Performance Of Learners By Sex and Scholarship Statusmentioning

confidence: 99%

Science Performance and Scholastic Aptitude of Grade 9 Learners

Mingoa¹,

Abocejo

2021

EJES

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This study determined the relationship between scholastic aptitude comprised of reading comprehension, verbal ability, mathematical ability, logical reasoning ability, and visual manipulative skills and Science performance of Grade 9 learners in a privately run basic education institution in Lapu-lapu, Cebu, Philippines during the school year 2015-2016. Descriptive and correlational research designs were carried out to assess the relationship among the identified variables. The study anchored its framework on the Multiple Intelligence Theory and the Primary Mental Abilities Theory. Secondary data on learners’ Science performance, scholastic aptitude and selected demographic profile were considered. Findings revealed a strong association in reading comprehension and Science performance of both sexes between scholar and non-scholar leaners. Moderate direct correlations were noted between learners’ scholastic aptitude pertaining to verbal ability, mathematical ability, logical-reasoning ability and visual manipulative skills, and their science performance. Science performance statistically differed between male and female, and between scholar and non-scholar learners. Female scholar learners performed better than their male non-scholar counterparts in science. In conclusion, scholastic aptitude has bearing on achievement of female scholar learners with respect to their science performance. There is enough evidence to conclude that scholastic aptitude goes hand in hand with science performance. It is imperative then that parents and teachers should work together to develop learners’ scholastic aptitude particularly in reading comprehension to reduce if not eliminate, the sex gap in science performance of learners in the study area. Article visualizations:<img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" />

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“…The extant literature has reported that female students exhibit better grades in school regardless of the subject matter [18], whereas males perform better on standardized tests, especially when these tests measure quantitative scientific competencies [39,40]. Null gender differences or declines in the magnitude of the differences in standardized tests have also been reported [41,42].…”

Section: Discussionmentioning

confidence: 99%

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

2021

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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.

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Gender Difference in the Scholastic Achievement Test (SAT) among School Adolescents

Cited by 7 publications

References 11 publications

Influence of Class Attendance on Academic Performance of Community Senior High School Students

Influence of Class Attendance on Academic Performance of Community Senior High School Students

Science Performance and Scholastic Aptitude of Grade 9 Learners

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

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