Gender Disparity in School Participation and Achievement: The Case in Malaysia

Jelas, Zalizan Mohd; Salleh, Amla; Mahmud, Izwan; Azman, Norzaini; Hamzah, Hanizah; Hamid, Zaleha Abd.; Jani, Rohana; Hamzah, Ramlah

doi:10.1016/j.sbspro.2014.04.387

Cited by 13 publications

(13 citation statements)

References 18 publications

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“…The findings of this study showed that female students outperformed their male peers in math and science, their corresponding domains, subject values, and their educational attainment expectations. These findings are analogous to findings in Malaysia where females outperformed males in national examinations at all levels (Jelas et al, 2014). Similarities also exist between the findings of this study and those documented in other Middle Eastern countries (Jordan, Syria, Oman, Iran) (Al-Sindi, 2013).…”

Section: Discussionsupporting

confidence: 90%

“…In Malaysia, findings contrast with those in Ireland in favor of females. It is supported that females outperform males in national examinations across all school levels and types (Jelas et al, 2014). In the Middle East (where single-sex schooling is common), a study involving Syria, Oman, Iran, and Jordan, supports that females outperform males in single-sex schooling (Al-Sindi, 2013).…”

Section: Review Of the Literaturementioning

confidence: 97%

“…Differences in student academic achievement with respect to gender have been investigated in many countries through different lenses (Fortin, Oreopoulos, & Phipps, 2015;Jelas et al, 2014;Pahlke, Hyde, & Mertz, 2013;Penner & Paret, 2008;Robinson & Lubienski, 2011). The findings of these studies attribute the differences to many factors, including biological, social, and expectations of education attainment and subject values, to cite only a few.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Single-sex education exists in both developed, developing, and transitional countries around the world, including Saudi Arabia (Baki, 2004), Malaysia (Jelas et al, 2014), Italy (Contini, Di Tommaso, & Mendolia, 2017), Ireland (Doris, O'Neill, & Sweetman, 2013), the United States (Crawford-Ferre & Wiest, 2013;Pahlke & Hyde, 2016;Patterson, 2012), Switzerland (Eisenkopf, Hessami, Fischbacher, & Ursprung, 2015), and South Korea (Dustmann, Ku, & Kwak, 2018), to cite only a few.…”

Section: Introductionmentioning

confidence: 99%

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Gender Differences in Academic Achievement in Saudi Arabia: A Wake-Up Call to Educational Leaders

Barry

2019

IJEPL

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Educational leaders must consider equity in education as a priority to make sure all students receive the best education possible. Studies on this topic in Saudi Arabia, however, are still in the embryonic stage. This article, thus, examines whether significant differences in academic achievement exist between male and female students based on gender, subject value, and expectations of education attainment. From a sample study of 3,759 students, the findings showed that female outperformed male students in both math, science, and their domains. Further, the more students value a subject or expect to go far in their education, the higher the score for both students, but female still outperformed male students. Educational leaders should considerthese findings a wake-up call to the persistent academic achievement disparities.

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Section: Discussionsupporting

confidence: 90%

Section: Review Of the Literaturementioning

confidence: 97%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender Differences in Academic Achievement in Saudi Arabia: A Wake-Up Call to Educational Leaders

Barry

2019

IJEPL

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“…The level of career readiness can be measured by career self-efficacy in the process of career development and these elements can be learned and enhanced through a systematic method (1). Career self-efficacy refers to the ability of individuals to consider, organize and implement the desired actions to achieve their desired career goals based on the specific skills that they possess (2). In addition, personality is also an important aspect of university student career readiness (3)(4)(5)(6)(7).…”

Section: Introductionmentioning

confidence: 99%

Module Development Models For Developing the Career Readiness-Personality (Cr-P) Module

Yusoff¹,

Mahfar²,

Saud³

2019

IJRTE

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The purpose of this study is to compare Module Development Models to develop a Career Readiness-Personality (CR-P) Module. There are several Module Development Models that have been identified, namely Russell Module Development Model, Sharifah Alwiyah Alsagoff Module Development Model and Sidek Module Development Model. However, to develop the Career Readiness-Personality (CR-P) Module, the researcher had selected the Sidek Module Development Model based on some justifications stated in this article. The Career Readiness-Personality (CR-P) Module was developed based on the Social Cognitive Career Theory and the Big Five Personality Model. Once this module was fully developed, the content validity of the module was determined based on the evaluation done by eight experts. The content validity value for this module is 0.92. It can be said that by using the Sidek Module Development Model, the content validity for the Career Readiness-Personality (CR-P) Module is high and the module is recommended for the reliability test as well as an experimental study to test the effectiveness of the module.

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The Mediated Relationship Between Secondary School Student Perceptions of Teaching Behaviour and Self-Reported Academic Engagement Across Six Countries

Maulana

Lans

Helms-Lorenz

et al. 2023

Effective Teaching Around the World

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Limitations in the current knowledge base on the importance of perceived teaching behaviour and student engagement are visible. Past studies on this topic specifically take place in certain contexts (usually the Western context) using various instruments. The current study aims to extend our understanding of the link between perceived teaching behaviour and student engagement based on students’ perceptions using uniform measures across six contrasting national contexts. It also aims to explore the role of certain personal variables in the interplay between students’ perceived teaching behaviour and engagement. In total, 40,788 students in The Netherlands, Spain, Indonesia, South Korea, South Africa, and Turkey participated in the survey using the My Teacher Questionnaire (MTQ) and the Student Engagement scale. Item Response Theory (IRT) and Classical Test Theory (CTT) analyses were used to analyse the student data. Results show that, in general, perceived teaching behaviour is positively related, and mostly strongly, to student engagement across the six educational contexts. This means the higher the perceived teaching behaviour, the higher students reported their academic engagement, and vice versa. Slight differences in the magnitude of relationships between perceived teaching behaviour and engagement are evident. The strongest link was found in the Netherlands, followed by South Korea, South Africa, Indonesia, Turkey, and Spain. Student gender, age, and school subject hardly show effects on the interplay between perceived teaching behaviour and engagement. Implications for research and practice are discussed.

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Gender Disparity in School Participation and Achievement: The Case in Malaysia

Cited by 13 publications

References 18 publications

Gender Differences in Academic Achievement in Saudi Arabia: A Wake-Up Call to Educational Leaders

Gender Differences in Academic Achievement in Saudi Arabia: A Wake-Up Call to Educational Leaders

Module Development Models For Developing the Career Readiness-Personality (Cr-P) Module

The Mediated Relationship Between Secondary School Student Perceptions of Teaching Behaviour and Self-Reported Academic Engagement Across Six Countries

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