Achievement Of Male Students Research Articles

Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State

The study looked into the relationship between senior secondary two (SS2) students' academic self-concept and their mathematics achievement in Bekwarra Local Government Area of Cross River State. This study was directed by three research questions and three matching null hypotheses. A sample of 318 senior secondary two (SS2) students offering Mathematics which comprised two hundred (200) female and one hundred and eighteen (118) male SS 2 students drawn from six (6) secondary schools from a population of 1544 SS2 students offering Mathematics in Bekwarra Local Government Area, Cross River State using Taro Yamane's sample size formula and A simple random selection method was employed, namely by balloting. Two instruments were used for data collection titled; Academic Self-Concept Scale (ASCS) and Mathematics Achievement Test (MAT) used for data collection. Cronbach Alpha (∝) method was used to determine the internal consistency of the Academic Self-Concept Scale (ASCS). The reliability coefficient of the Academic Self-Concept Scale (ASCS) was 0.81. Kuder-Richardson 20 formula method was used to determine the reliability coefficients for the Mathematics Achievement Test (MAT). The reliability coefficients obtained was 0.91 for BAT. The research questions and all null hypotheses were answered and tested using simple linear regression at 0.05 level of significant. Results of the study revealed that: % variation in academic achievement of male students in mathematics was due to their self-concept, and that the academic achievement of male students in mathematics is not significantly correlated with their self-concept. On the other hand, 17% variation in the academic achievement of female students in mathematics was due to their self-concept, and the academic achievement of female students in mathematics is significantly correlated with their self-concept. Finally, students’ self-concept accounted for 23% variation in their academic achievement in Mathematics, and that students’ self-concept significantly relate with their academic Achievement in Mathematics in Bekwarra Local Government Area. The researcher recommended among other things, that parents should help their children have a positive self-concept in mathematics from an early age.

The Impact of Social Networks on Academic Achievement of Students: A Case Study of Badakhshan University Students

Due to the increasing expansion of using social networks among people particularly students, the research in this field is a necessitate. This study aims to examine the impact of using social networks on the academic achievement of male students at Badakhshan University. The data for this research gathered through random sampling of 100 students of Badakhshan University who currently study in the academic years of 2022-2023. The students GPAs of past semester taken as the base to analyze the impact of social network usage and its effect on academic achievement, through which questionnaire designed. The data has been analyzed in SPSS applying one-way ANOVA. There are significant difference between the number of academic achievement of normal users of social network (with 15/13average and 2/01standerd deviation) and students with social media addiction (with 4/84average and 1/27standerd deviation) (p<0.01/0.05). Spending too much time on social media causes a decline in the hours of studying and exhaustion of students in the class. Therefore, it will affect the academic achievement to decline.

한국 고등학생의 학업성취도에 미치는 영향요인: 한국 아동ㆍ청소년 통합조사 원시자료를 이용하여

This study was conducted to identify the factors affecting the academic achievements of Korean high school students. The participants were high school students consisting of 1015 male and 828 female students, totaling 1843. Data were collected from the ‘2019 Study on Indicator Development and Creation of Community Indicators with Happy Youth Ⅶ.’ and analyzed by SPSS 25.0 program using complex sample descriptive statistics, complex sample Rao-Scott x²-test, and multiple logistic regression. The factors affecting the academic achievement of male students were self-worth and optimism, for female students, a sense of belonging, optimism, life satisfaction, resilience, and loneliness. Improving the academic achievement of high school students would require institutional measures to mandate school-level curriculum-linked programs to promote optimism. Also, male students would require counseling and psychological education programs from a specialized institution or encouragement and support from parents and teachers to improve self-worth. For female students, implementation of various programs to improve the sense of belonging, such as student-teacher relationship programs.

Comparison the Effectiveness of Bybee's Teaching Method as Face-To-Face and Non-Face-To-Face on the Academic Achievement of Male Students of the First Secondary School in the Conditions of the Covid-19 Pandemic

Comparison the Effectiveness of Bybee's Teaching Method as Face-To-Face and Non-Face-To-Face on the Academic Achievement of Male Students of the First Secondary School in the Conditions of the Covid-19 Pandemic

Mixed but Not Scrambled: Gender Gaps in Coed Schools with Single-Sex Classrooms

In this paper we study the effect on the math gender gap from attending a coeducational school with single-sex classrooms versus attending a school with coeducational classrooms. That is, we compare the performance of girls versus boys within schools with single-sex classrooms compared to the performance of girls versus boys within schools with coeducational classrooms, using a difference-in-difference approach with school fixed effects. In line with the results of the previous literature that has found positive effects for female students, we find that coeducational schools with single-sex classrooms reduce the math gender gap by more than half. The effect is consistent with an increase in the math achievement of female students with no decrease in the achievement of male students. Finally, this effect is not driven by teacher characteristics or student-teacher gender matching, but it seems to be driven by how female students respond to the gender composition of the classroom.

The Effect of Mnemonic Strategy on EFL college Students' Achievement in Reading Comprehension

This study aims to:Find out the effect of Mnemonic Strategy on university students' achievement in English reading comprehension, Find out whether there is any significant difference between students' achievement at the recognition level on one hand, and their achievement at the production level, on the other hand . Find out whether there is any significant difference between the achievement of male students and that of females in English reading comprehension.The sample of this study consists of ninety two EFL second-year students that represents 28.75 percent of its original population and divided into two equal groups.To fulfill the aims of this study an experiment has been designed . The two groups have been taught the same instructional material. The experimental group has been taught according to Mnemonic strategies , while the control group has been taught according to the traditional way. An achievement test has been constructed , validated ,and applied to the two involved groups. The required data has been collected and analyzed statistically .

Friendship and Female Education: Evidence from a Field Experiment in Bangladeshi Primary Schools

Abstract We randomly assigned 115 primary schools in Bangladesh to one of two settings: children studying in groups with friends and children studying in groups with peers. The groups consisted of four people with similar average cognitive abilities and household characteristics. While the achievement of male students was not affected by the group assignment, low-ability females with friends outperformed low-ability females working with peers by roughly 0.4 standard deviations of the test score distribution. This is not due to the fact that friends tend to be of the same gender or to a higher frequency of interactions among friends.

The Role of Parents and Teachers in Academic Achievement of Students in Hazara Division, Pakistan

This research was designed for discovering the effect of parental involvement as well as teachers involvement upon the students academic achievement at the secondary level. The research explored the impact of two characteristics of parental involvement i.e. parental communication, and their emotional support, and classroom security, and teachers motivation on students academic achievement. Sample selection was done through stratified random sampling. 1438 students were selected from 10th grade students. Data collection was done through self-developed and validated questionnaires. Multiple regression model, mean and standard deviation were used for the purpose of data analysis. The results indicate that parental communication has emerged as the major indicator of involvement of parents. Parental communication and parental emotional support has profound influence upon the academic achievement of students. Additionally, parental communication and their emotional support have deep positive influence on academic achievement of male students.

Do male students perform poorly when taught by a teacher? A pilot study on the students of the primary grades of schools "Esnad" in Medina

The aim of the study was to find out the effect of teacher teaching on the achievement of male students in the three primary grades of the primary stage, in both language and mathematics. The sample of the study was divided into two experimental and control groups, respectively: male students studying with private school teachers (597), and male students studying at Esnad schools (420) students. The two groups applied standard tests designed by the Saudi Ministry of Education to evaluate the performance of the Saudi teacher. The results of the study showed that there were statistically significant differences between the average achievement for the students of the teachers at the level of significance (α = 0.05). In both subjects: mathematics and my language in the second and third grades, the first row was the difference in mathematics by an average difference of 0.7, The second with an average of 3.6 and 3.8 degrees; for both languages ​​and mathematics, respectively, and the differences for the third grade were multiplied by 12.4 and 5; respectively for the two languages ​​and mathematics; Another test tool was the collection of information on factors affecting students' achievement. By conducting multiple linear regression analysis, the difference in student scores was explained by other factors. The study recommended separating girls from boys to avoid the impact of gender bias reflected negatively on student achievement.

The Effect of Using Team –Based Learning Strategy on University Students' Achievement in English Short Story

This study aims to: Find out the effect of Team-Based Learning strategy (TBLS) on university students' achievement in English short story. Find out whether there is any significant difference between students' achievement at the recognition level on one hand, and their achievement at the production level, on the other hand . Find out whether there is any significant difference between the achievement of male students and that of females in English short story. The following hypotheses have been formulated in order to be verified : There is not any significant difference between the mean scores of the experimental group and that of the control group in the post -test . There is not any significant difference in the mean scores of students' performance at the recognition and production levels. There is not any significant difference in the mean scores of students' performance between males and females, in the posttest . The sample of this study consists of sixty EFL second-year students that represents 40.81 percent of its original population and divided into two equal groups. To fulfill the aims of this study an experiment has been designed . The two groups have been taught the same instructional material (short stories)for a period of twelve weeks. The experimental group has been taught according to the TBLS , while the control group has been taught according to the traditional way. An achievement test has been constructed , validated ,and applied to the two involved groups. The required data has been collected and analyzed statistically .The obtained results are as follows: There is a significant difference between the achievement of the two groups, and in favour for the experiment group. The students' performance at the production level is better than their performance at the recognition level. There is not any significant difference in the mean scores of students' performance between male and female students. This indicates that TBLS is more effective than using the traditional way for teaching English short stories . Finally , the study ends up with a number of conclusions , recommendations and suggestions.

Friendship and Female Education: Evidence From a Field Experiment in Bangladeshi Primary Schools

We randomly assigned 150 primary schools in Bangladesh to one of three settings: children studying individually, children studying in groups with friends, and children studying in groups with peers. The groups consisted of four people with similar average cognitive abilities and household characteristics. While the achievement of male students was not affected by the group assignment, low-ability females in groups with friends outperformed low-ability females working with peers by roughly 0.4 standard deviations of the test score distribution. This is shown not to be due to the fact that friends tend to be of the same gender or to a higher frequency of interactions among friends.

Do Friendship Networks Improve Female Education?

We randomly assign more than 6,000 students from 150 primary schools in Bangladesh to work on math assignments in one of three settings: individually, in groups with random schoolmates, or in groups with friends. The groups consist of four people and are balanced by average cognitive ability and ability distribution. While the achievement of male students is not affected by the group assignment, low-ability females assigned to groups outperform low-ability females working individually. The treatment is particularly effective when low-ability females study with friends. To rule out sorting effects, we show that random groups with identical compositions to those of friendship groups do not produce similar effects. Our study thus documents that placing students into study groups with their friends may improve learning, especially for low-ability females.

Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

We examined how self-monitoring (i.e., regulating one’s behaviors; Snyder, 1987) relates to Latino male achievement. In Study 1, college students (N = 413) completed self-monitoring items and reported SAT math scores. As hypothesized, self-monitoring was positively correlated with achievement for Latino male students but was unrelated to achievement for Latina and White male and female students. Study 2 used a high school sample (N = 174) and observed math performance. Analyses revealed that, again, self-monitoring was positively related to achievement for Latino male students but unrelated to achievement for Latinas. These findings demonstrate the unique effects of self-monitoring on Latino male student achievement.

KORELASI WAKTU REAKSI DAN AKSELERASI TERHADAP PRESTASI LARI 100 METER MAHASISWA PUTRA SEMESTER II PROGRAM STUDI PENJASKESREK FKIP UNIVERSITAS RIAU

Problems in the research starts from the observation that researchers encountered in the field that theability of students in running 100 meters was not so good because it was allegedly affected byacceleration and reaction time. The purpose of this research is to know the relation between reactionand accelerated time towards the achievement of male students on running 100 meters in the secondsemester Penjaskesrek FKIP UR. This type of research is correlasional. The population in thisresearch is 76 male students in the second semester Penjaskesrek FKIP UR using purposive samplingtechnique, and then the sample on this research is 35 male students. Whole Body Reaction Test is usedtp get the data, running 30 meters and 100 meters run test. The Data obtained were analyzed withsimple and double product moment. Based on the analysis of the data it was found that there was asignificant relationship between the reaction time and running 100 meters, marked by the resultsobtained were r.count 0.465 > r.table 0,334, then there was a significant relationship betweenaccelerated and 100 meters, marked by the results obtained were r.count 0,434 > r.table 0,334, andthere was a significant relationship between reaction time and accelerated toward the achievement ofmale students on running 100 meters in the second semester Penjaskesrek FKIP UR, was marked bythe results obtained R.count 0,562 > Rtabel 0,334.Key Words: Reaction Time, Acceleration, running 100 meters.

<em>Challenges to Success in Higher Education: An Examination of Educational Challenges from the Voices of College-Bound Black Males</em>

In recent years, researchers have devoted much discussion to finding ways to increase the academic success of Black males in K-12 and higher education. Despite this emphasis, Black male enrollment in higher education stands at 4.5%, which is the same as it was in 1976. One factor noted by researchers for the stagnation among Black male college enrollment is their disproportionate departure from high school. Therefore, this qualitative study of college-bound high school seniors discusses four critical factors that contribute to Black males premature departure from high school. Implications for practice andfuture research are discussed.Keywords: education, college access, retentionThere is a great deal of evidence to demonstrate that all children are not valued equally, that some children are clearly valued more than other children, and finally that, African-American male children are valued least of all. It is not likely that schools, as they are currently structured, will ever look on the majority of children they serve as having unlimited potential-Governor's Commission on Black Males. (Maryland State Department of Education, 2007)INTRODUCTIONAs the quote posits, the educational plight of the Black male is often associated with underachievement and underrepresentation (Carter, 2005, Scott, 2012). Although negative in context, the association offers a profound need to understand and address why such is the case. Researchers discussed the lack of scholarship on Black males who overcame their environmental obstacles, and became successful in graduating from high school and college (Harper, 2005; Palmer, Davis & Hilton, 2009; Parson & Kritsonis, 2006). Therefore, identifying challenges that Black males face could serve as a catalyst for developing support structures that deter high school departure (dropouts) and encourage college attendance.Much of the research on Black male achievement presents troublesome statistics and often negative stories about their chances of academic success. The plethora of negative findings is alarming and often neglects the insight of students themselves and potential solutions for these obstacles. For example, Tatum (2006) highlighted self-concept and identity as two major internalized factors that influence the academic success for Black students. His findings posit that Black male students sometimes respond by disassociating themselves from school and acting-out in negative ways as coping mechanisms-for a lack of self-concept and identity. Additionally, several scholars discussed external factors that impede Black male student achievement. In some cases, these male students are disproportionately placed in special education classes (Nickson, Kritsonis, & Herrington, 2006), where they are provided with instruction that fails to prepare them for higher education (Bailey & Moore, 2004; Hopkins, 1997). Moreover, Anthony, Kritsonis, and Herrington (2007) emphasized that a high percentage of Black males are taught by White females. Suggesting that in most educational settings, the Black male presence is custodial staff or sports instructors. Furthermore, Black adolescent males are constantly bombarded with stereotypical depictions of older Blacks as incompetent or lazy (Irving & Hudley, 2008).Verj' few positive depictions are highlighted in the literature about Black males. Research from Irving and Hudley (2008) indicated a relationship between cultural mistrust and academic achievement, noting that an increase in mistrust facilitates negative academic outcome among Black males. Therefore, Brown (2009) and others (e.g., Bailey & Moore, 2004; Hopkins, 1997) urge the need for Black male role models in and outside of the classroom. However, it should be clear that a model that employs a one-size-fits-aH approach contradicts the very essence of the issue (Brown, 2009). This study seeks to take into consideration the voices of high school graduates on this topic, in order to proffer potential solutions to augment the challenges that are faced by Black male students. …

Comparative Study of Relationship between General Perceived Self-efficacy and Test Anxiety with Academic Achievement of Male and Female Students

Recently, the use of non-cognitive measures such as general self-efficacy and test anxiety in predicting academic achievement besides use of ability tests in predicting academic achievement of learners have much attractiveness to researchers. The aim of this research is comparative study of relationship between general perceived self-efficacy and test anxiety in academic achievement of male and female students. This study is the correlation one. In the present study, 350 students (175 males’ and175 females) were selected by random sampling method. To measure the general perceived self-efficacy, it was used self-efficacy questionnaire (Schwarzer & Jerusalem, 1995), to measure the test anxiety, it was used test anxiety questionnaire (Abolghasemi and colleagues, 1996) and finally to gather demographic data, it was used a prepared inventory. The results showed that there was a positive significant relationship between general perceived self-efficacy and students academic achievement (female: r =0.551, P< 0.000, male: r =0.281, P<0.004) and a negative significant relationship between test anxiety and students academic achievement (female: r =-0.674, P<0.000, male: r =-0.121, P<0.043). The results of regression analysis showed that in academic achievement of female students, test anxiety (-0.084) and in academic achievement of male students, self-efficacy (0.057) had significant predictive power and in academic achievement of male students, test anxiety and female student's general perceived self-efficacy had no significant predictive power. As a result, Anxiety as a female characteristic and belief to be capable as a male characteristic can be imagined reasons of success in context of a gender role.

Assessment of the Impact of Students’ Mode of Admission into University and their Academic Achievement in Nigeria

The purpose of this research work was to assess the impact of students’ mode of admission into university and their academic achievement in Nigeria. The design of the study was an ex post facto research design. To carry out the study four research questions were answered using mean and standard deviation while four hypotheses were tested using analysis of variance and t-test statistic. The sample for the study consisted of 253 students randomly selected from two universities in Benue State using proportionate stratified random sampling technique. The results indicated that there was no statistical significant difference in the mean academic achievement of students who were admitted into the university through unified tertiary matriculation examination, remedial programme and direct entry admissions. There was statistical significant difference in the mean academic achievement of male and female students and that the academic achievement of male students was higher than their female counterparts based on the three modes of admission. The paper recommends that university authority should continue to admit students into the university through the three modes of admission at reasonable proportion to enhance academic excellence of the citizenry. Efforts should be made by the university authority to ensure that none of the categories of students is discriminated against so as to produce good quality graduates. Above all, attempt should be made to reduce the academic achievement gap between male and female students in the universities as a means of addressing issues of imbalance.

Institutional Efforts to Improve Black Male Student Achievement: A Standards-Based Approach

According to a 2010 report from the Schott Foundation for Public Education, only 47 percent of black male students graduated from high school in 2008 with peers in their entering cohorts. Thus, muc...

NOTE FOR EDITOR: Study of Learning Styles and Their Roles In The Academic Achievement of The Students of Payame Noor University (PNU)

This paper reports on a research done to study learning styles and their roles in the academic achievement of the students of Payame Noor University (PNU), Ardebli center, Iran. 184 students (90 male and 94 female students) in the fourth semester are chosen as our sample using Cocran's formula and random sampling. The questionnaire memletics is used to collect data about learning styles. Reliability of this questionnaire is calculated as a=0.81 using Cronbach's alpha. Total average of students' scores in four semesters is taken as a criterion for academic achievement. Findings show that most of male students use verbal and solitary learning styles. Most of female student use aural and verbal learning styles. The academic achievement of female students is more than the academic achievement of male students. Among the students of Payame Noor University, those who use visual learning style have the greatest achievement. Students with social, aural, verbal, and solitary learning styles are in the following ranks respectively. Students with logical and physical learning styles have the least academic achievement.