Dynamics of Gender Differences in Perceived Linguistic Competence, Engagement Profiles and Science Achievement among Seventh-grade Students in Ethiopia

Students’ self-perceived competence in linguistic features has been linked to increased engagement in science learning, yet the underlying pathways remain complex and insufficiently explored. This study investigated both the direct and indirect effects of perceived linguistic competence on science learning outcomes via engagement profiles among seventh-grade students. Structural equation modelling (SEM) was employed with a sample of 500 students. The SEM results revealed that perceived lexical linguistic competence (PLLC) exerted significant direct effects on cognitive (β = 0.26, p < 0.01), emotional (β = 0.25, p < 0.01), and behavioural (β = 0.27, p < 0.01) engagement, as well as on science learning outcomes (β = 0.19, p < 0.05). Perceived semantic linguistic competence (PSLC) also showed a significant direct effect on cognitive (β = 0.47, p < 0.001), emotional (β = 0.44, p < 0.001), and behavioural ­(β = 0.35, p < 0.001) engagement, while influencing science outcomes indirectly through engagement dimensions. Perceived phonological linguistic competence (PPLC) showed a moderately direct effect on behavioural engagement (β = 0.13, p < 0.05), but not on cognitive (β = 0.09, p > 0.05) or emotional (β = 0.06, p > 0.05) engagement. All engagement dimensions positively and significantly influenced science learning outcomes, with cognitive engagement showing a strong direct effect (β = 0.27, p < 0.01). The model explained 69% of the variance in science learning outcomes, signifying the mediating role of engagement profiles in the link between linguistic competence and academic achievement. These findings underline the importance of fostering students’ perceived linguistic competence to strengthen engagement in science education and provide evidence-based insights for educators to design targeted instructional strategies.

The significant factors for the increased gender disparity within Pakistan are the parental unequal treatment towards the different genders of their children, girls, and boys under normal routine. Furthermore, societal aspirations can also be stated as the leading cause of gender disparity. This study aimed to focus on addressing the area of gender disparity in primary school education in the country. Employing an in-depth analysis method, semi-structured interviews were conducted from the parents living in Landhi Town, having two or more male and female children aged between five and ten years. Several themes and sub-themes, supposed to be the leading factors for gender disparity in the country, emerged in the result of data analysis gathered via the interviews. The most significant identified factors include poverty, school proximity, security issues, social issues and perception of parents regarding the importance of girls’ education. Therefore, policy makers and educationists are recommended to pay attention to parental awareness programs and the social issues associated with gender disparity in primary education.

Purpose: Over the past few decades, there has been an increasing interest in understanding the relationship between trade liberalization and gender inequality in developing countries. In Pakistan, due to its social, demographic, cultural and economic problems, gender disparity in education (GDE) is still prevalent. This study examines the impact of trade reforms on gender disparity in education using micro data from Pakistan.&#x0D; Design/Methodology/Approach: The feasible generalized least-squares (FGLS) method is employed for empirical analysis. We used panel corrected standard errors (PCSEs) for robustness checks.&#x0D; Findings: The analysis reveals that a reduction in import tariffs is associated with GDE. Trade liberalization gives rise to gender disparities. We added several control variables to the baseline model for robustness checks. Regarding the control variables, average family wage income, family size, urbanization, female-to-male labor force participation and the female share of the total labor force are identified as important determinants of GDE in Pakistan.&#x0D; Originality or Value: This study contributes to the existing literature by studying the relationship between trade liberalization and gender disparity in education in Pakistan and employing a better measure of reductions in import tariffs for trade liberalization. We construct a provincial liberalization index. Second, this study takes into account the whole trade regime as a sample period (i.e., from 1990-2005) to assess the impacts of the trade regime as protection rates significantly reduced through this regime. Third, we measure the gender gap in education by comparing males and females' average years of schooling as opposed to previous studies that used secondary school enrolment ratios as a proxy for the gender gap in education. Fourth, we used panel data to explore the impact of trade liberalization on gender disparity in education for empirical analysis.

Although everybody accepts that gender imbalance existed in China's educational framework during the 1980s, there is clashing proof in the country's financial matters of education writing about changes in gender disparity in educational accomplishment over time. A few investigations guarantee there is, as yet, a critical gender imbalance in the 30 years, while others report progress. The purpose of this study is to examine the progress China has made in eliminating gender imbalance. This article uses a method of meta-examination. A procedure that offers a new quantitative examination of a sizable sum of data observational exploration on contrasts in gender and education. The exposition inspects various education models. It spreads over numerous grade levels, races, and both time and geology. The results show that there is still a gender imbalance in educational accomplishment, but it has been getting more modest over the long run. This theory is a brief synopsis of a review that investigated gender contrasts in Western China's rural teacher empowerment and education frameworks. The review tried to reveal insight into the gender disparities in teacher empowerment software engineers, preparing open doors and admittance to superior grade education in this locale's rural networks.

The phenomenon of gender disparities gap at the secondary education level in Kenya presents challenges of achieving Sustainable Development Goals. By these goals, elimination of gender disparities in education is to be through the efforts of educational partners including Governments, Agencies, and Non-Governmental Organizations (NGOs) among others. The purpose of this study was to establish challenges in implementing NGO’s gender parity strategies (GPS) in informal settlement secondary schools of Kibera, Kenya. The study was guided by Adams Stacy's equity theory and Herzberg's two-factor theory. The study utilized a mixed methods design. The study was carried out in the Kibera informal settlement of Nairobi County. The study targeted secondary schools managed by NGOs. Purposive sampling was utilized to select NGOs' mixed secondary schools while stratified and simple random sampling was used to select the respondents. Quantitative data was collected by use of questionnaire while qualitative data was gathered through interviews. Data analysis techniques included frequencies and percentages and qualitative comprised of categorization of themes. Data was presented in form of tables, charts, figures, and percentages. The study established that the challenges encountered in the implementation of genders parity strategies include: Lack of training for leaders on gender parity strategies; inadequate school facilities and child labour among others. This study recommended that the Kenyan government strengthens the affirmative action in the admission of girls into secondary schools and public universities and address poverty as a major cause of gender disparity in secondary education in informal settlements.

Using an experimental approach this paper aims to assess effect of gender disparity in education and returns to education on growth of Indian economy. We intend to evaluate effect of gender disparities at work and education on economic growth. Using Vector Error Correction Model (VECM) and decomposition analysis, study shows that gender inequality has negative association with growth of an economy particularly in long run. However, the effect seems to be consistent during short run as well. Thus, we could argue that gender disparity in Labor Force Participation and education leads to negative impact on economic growth.

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

This article focuses on a key gender norm prevalent in many developing economies, particularly in South Asian economies, whereby the education of males is preferred over females within a household – giving rise to disparities in education attainment. Specifically, we investigate the impact of remittances on gender disparity in educational attainment. We construct household-level measures of gender disparity in mean years of schooling and out-of-school children using the Pakistan Social and Living Standard Measurement Survey (PSLM) 2019–2020. Using propensity score matching methods we construct counterfactuals that help in estimating the causal impact of remittances on gender disparity in educational attainment. Our results indicate that gender disparity against women both in terms of mean years of schooling and out-of-school children declines in households that receive remittances. Moreover, the disparity-reducing impact of remittances is robust to different specifications of propensity score matching methods. The estimations based on the endogenous treatment effects model also show that remittances reduce household-level gender disparity in education, although the impact is more pronounced in urban areas compared to rural areas. These results suggest that remittances are one of the key channels that result in a transformational change in gender norms related to education.

Middle school engagement profiles: Implications for motivation and achievement in science

This abstract aims to address gender disparities in education and explore the role of empowering girls through education in Pakistan. The study focuses on examining the impact of educational interventions on girls' empowerment and the potential for reducing gender inequalities in the Pakistani education system. The quantitative research methodology involved analysis techniques. A sample of 200 school teachers, 200 students, and 50 parents were selected from different regions of Pakistan to ensure representation. The surveys assess the perceptions, attitudes, and challenges related to girls' education, The collected data were analyzed using statistical methods, and content analysis. This research methodology provided a comprehensive understanding of the issues and potential solutions, contributing to the development of evidence-based policies and interventions to promote gender equality in education. A structured questionnaire was administered to assess the girls' educational experiences, aspirations, and perceptions of gender equality. The findings reveal the existence of significant gender disparities in education within the selected schools. Factors such as limited access to educational resources, societal norms, and discriminatory practices were identified as barriers hindering girls' educational advancement. However, the research highlights the transformative power of education in empowering girls and promoting gender equality. It was observed that educational interventions contributed to increased self-confidence, improved academic performance, and enhanced decision-making skills among the girls.&#x0D; The study concludes by emphasizing the need for comprehensive policy measures to address gender disparities in education. It recommends implementing targeted interventions, including providing safe and inclusive learning environments, teacher training on gender-sensitive pedagogy, and community engagement programs. Furthermore, the study underscores the importance of sensitizing parents, communities, and policymakers about the value of girls' education and the positive social impact it can have.

Empowering the girl child has long been the goal of many countries especially countries hard hit by gender disparity in education. Ghana, just like other countries in sub-Saharan Africa, has implemented policies to help address gender disparity in education. This study sought to assess factors that limit female enrolment and performance despite policies and programmes put in place to solve gender disparity in education. Using a quantitative research approach, questionnaires were administered to 1,070 students and 170 teachers. Secondary data on enrolment and performance were also acquired from the Kassena-Nankana East Municipal office of the Ghana Education Service. The study revealed that though enrolment in senior high schools increased for both boys and girls from 2010/2011 to 2019/2020 academic years, girls still lagged behind boys in enrolment and performed inversely in the West African Senior School Certificate Examination. Poor parental control, peer pressure, teenage pregnancy, poverty, early marriage and betrothal, and gender roles, still have significant effects on female enrolment. Access to money for upkeep affects the concentration of girls in school while policies and programmes put in place to help address gender disparity, are riddled with limitations. The way forward is to ensure that policies meet their goals as well as encouraging girls to take education serious through initiatives such as rewarding brilliant students and enhancing mentorship in schools. Keywords: Girl child, Enrolment, Performance, Senior high school, Challenges.

Education is an important human capital; and, it is the fundamental right of every human being irrespective of gender to acquire knowledge through education. Social scientists have highlighted the significance of female education without which socio-economic growth, especially in Asia, remains slow. However, gender disparity in education persists in rural peripherals of Pakistan, Afghanistan, Bhutan, India, Iran, Nepal and Bangladesh (UNESCO 2015). This deplorable situation is subject to multiple socio-economic and cultural barriers. In order to unveil these militating attributes, present investigation was conducted in three districts of the Punjab province in Pakistan from March to June 2016. The province is divided into three different zones: Northern, Central and Southern. From each zone, one district was purposively selected as the study area. From the selected districts (Sargodha, Khushab and Bhakhar), 100 rural households from each district were selected through multi-stage simple random sampling technique. The data were collected from 300 household heads and from their spouses through in-depth individual interviews to find out the difference in opinion of the male and female respondents. The collected data was analysed using SPSS. Paired t-test was used to find out the difference in responses of male and female respondents. In order to find out the difference in intensity of factors in the three districts, F-test was applied. Results showed that there is highly significant difference between age of male family heads and their spouses (wives) (χ2=50.121 and P&lt;0.05). Similar trend was found in educational status of male heads and their spouses. Cross tabulation indicated that educational status of wives was low as compared to their husbands. Analysis showed that a number of socio-economic factors are responsible for the existing gender disparity with reference to education in the study areas. Respondents identified low income, high educational expenditures, low educational level of parents (especially the mother), and security concerns of parents regarding sexual harassment as the major factors impeding female education. Results of the F-test showed that there exists difference in intensity of factors in the three study districts of Punjab which contribute towards gender disparity in education. Highest intensity (x =2.74/3.00) was found in district Bhakhar as it is a remote district of Punjab with higher poverty rate, followed by district Khushab and Sargodha. It is recommended that the Government at the national level should take serious steps in creating conducive environment to enhance female enrolment rate in rural localities.&#x0D;

The study participants were grade 11 students of Penaranda National High School, Division of Nueva Ecija, during the second half of the school year 2023-2024. The research focused on student inferences of achievement in science along with self-reliance, capability, challenges, accountability, and teacher’s dynamism. The following hypotheses were tested: Students across gender and strand do not differ in their inferences of achievements their achievement in science” and “No significant relationship exists between students’ achievement and their inferences of achievement in science.” The findings were that students’ achievement in science ranged from 75-95, with a mean of 86.69. Most students have very high inferences of achievement on the measure of challenges, along with self-reliance, capability, accountability, and teacher dynamism. Male and female students do not differ in their inferences of achievement in their achievement in science; however, students across strands differ in their inferences of achievement in their achievement. Capability was the only measure observed to have a significant relationship with their performance in science.

The global emphasis on addressing gender disparities in education has highlighted the importance of equitable academic achievement for policymakers, scholars, and the public. The Sustainable Development Goals (SDGs) have incorporated gender equity, emphasising the ongoing challenge of ensuring equal access to quality education worldwide. In Cambodia, traditionally a male-dominated society, a notable shift has been observed: female students are now surpassing their male counterparts in school enrolment and academic performance. This reversal has sparked significant public interest, prompting this research to investigate the underlying reasons for gender disparities in academic success. The study aims to identify the factors influencing students’ academic achievements overall and to explore the specific factors contributing to the unequal academic success between male and female students. To achieve these objectives, the study employed a mixed-method approach, adopting a convergent parallel mixed-methods design. This involved the simultaneous collection and comparison of qualitative and quantitative data to identify notable patterns. In the qualitative strand, interviews were conducted with school directors and teachers, and focus group discussions (FGDs) were held with students. The quantitative strand involved surveys administered to students, teachers and school directors at the sampled schools. The qualitative data were analysed using thematic coding, deriving themes from both the literature review and emergent patterns during the coding process. Quantitative data were analysed using descriptive statistics. Additionally, a validation workshop held in October 2023, involving 36 teachers and 20 school principals and deputy principals, provided a platform to present preliminary findings, solicit feedback, and validate the results and policy recommendations. The study revealed the multi-faceted factors shaping students’ academic achievements from the perspectives of the participants. Individual student attributes, such as effective study habits, academic dedication, and regular attendance, emerged as crucial determinants of academic performance. However, these individual factors were intricately linked with familial, peer, and societal influences. Notably, students with poor study habits and disciplinary issues often came from socioeconomically disadvantaged backgrounds where parental oversight was minimal, granting children greater autonomy and freedom. Financial constraints and limited emotional support within low-income households contributed to absenteeism and a lack of commitment among students, while household responsibilities impeded their academic engagement, resulting in subpar performance. Furthermore, inadequacies in instructional delivery and extra-curricular support within school settings exacerbated these challenges. Some teachers, constrained by time, prioritised content delivery over practical exercises, necessitating supplementary private tuition—a financial burden for economically marginalised families. Additionally, the lack of strict enforcement of disciplinary measures enabled tardiness and absenteeism among students, compounded by educators’ dual commitments to private tutoring. The promotion of underperforming students to subsequent grade levels exacerbated the academic attainment gap, as students lacking foundational knowledge struggled with their lessons. Peer influence and technological distractions also significantly affected student learning. In exploring the superior academic performance of female students relative to their male counterparts, similar patterns emerged. However, a key distinction is that male students’ behaviours were more easily influenced by family, peers, school, and societal expectations. For instance, some male students engaged in heavy economic activities, which exhausted them and hindered their learning. Boys were also more likely to engage in social vices and spend substantial time on sports activities that were not part of school extra-curricular programs, leading to school tardiness and absenteeism. Based on these findings, the study suggests several policy recommendations to mitigate gender disparities in academic achievements. First, proactive involvement from parents, local authorities, and schools is imperative to counteract negative societal and peer influences, particularly affecting boys. Mitigating the availability and promotion of substances like alcohol and caffeinated beverages in close proximity to schools requires joint efforts among stakeholders. Second, while acknowledging the benefits of technology in education, schools must develop mechanisms to monitor and direct students’ technological engagement towards constructive learning and take measures to restrict non-educational usage. Third, expanding sports-related extra-curricular activities can diminish the likelihood of unsupervised activities that lead to unintended adverse outcomes. Initiatives to establish sports clubs, organise inter-school competitions and promote structured sports programs can harmonise academic and athletic endeavours, fostering holistic development. Fourth, ensuring consistent enforcement of discipline and heightened accountability within schools is important to keep students focused on their academic obligations and minimise dropout rates. This can be done by empowering school disciplinary committees and enhancing communication between schools and parents concerning attendance and conduct. Last, addressing financial constraints through need-based scholarships and support services is critical, especially for boys compelled to engage in labour to support their families. Providing access to tutoring and study groups for underperforming students can help bridge academic gaps and promote equitable educational outcomes. In conclusion, addressing the gender gap in academic performance requires a comprehensive approach that involves parents, educators, and policymakers. By implementing targeted policies and practices, Cambodia can continue to enhance educational outcomes for all students, ensuring that both boys and girls have equal opportunities to succeed academically.

This paper estimates the impact of a school fee elimination program for female secondary students in The Gambia to reduce gender disparity in education. To assess the impact of the program, two nationally representative household surveys were used (1998 and 2002/2003). By 2002/2003, about half of the districts in the country had benefited from the program. We found that the program increased enrollment for secondary school female students by 5 percentage points. The effects for female primary school students were similarly significant. The program had no significant impact on enrollment for male students at any level.