Female Students In Terms Research Articles

English

The aim of the study is to find the correlation that exists between physical activity level and grade point averages of faculty of education students. The subjects consist of 359 (172 females and 187 males) under graduate students to determine the physical activity levels of the students in this research, International Physical Activity Questionnaire (IPAQ) was used. Grade points of students were obtained from the registrar’s office of the faculty. Pearson Correlation test was used to determine the correlation between physical activity level and general grade point averages. There is no significant correlation determined between the grade point averages and physical activity level of the students (p<0.05). But, there is a difference between male and female students in terms of physical activity level (p<0.05). Male students have high level physical activity compared to female students.  There is no significant correlation between physical activity level and grade point averages of faculty of education students.   Key words: Physical activity level, student, grade point averages

Studying the Relationship between Critical Thinking Skills and Students’ Educational Achievement (Eghlid Universities as Case Study)

In today’s complex world, several changes are occurring. Also there is an intensive competition among societies in achieving advanced technologies. In this regard, societies and individuals are forced to attempt in achieving it. Education is an important issue in this area, as students cannot be passive in 21th century. This is why that final and quantitative goal of education should be changed and critical thinking should be considered as one of the inevitable goals of education. Education of critical thinking may results in new technologies that its goal is making people health not making them destructive. the present study is a descriptive-correlation research. In such studies, the author attempts to examine type and degree of the relationship between variables. Generally, there are several factors influencing students’ educational achievement. The authors of this study have attempted to examine the relationship between teachers’ critical thinking and students’ educational achievement. This study has been done in the universities of Eghlid city. A sample of 130 students has been selected from this population randomly. The respondents were asked to answer the questionnaire. In order to collect the research data, critical thinking questionnaire has been used. Correlation coefficient method has been used for analyzing the research data and testing the research hypotheses in the SPSS. The results of this study revealed that there is a significant relationship between teachers’ critical thinking and students’ educational achievement (p ≤ 0/05). Another part of the results indicated that there is not any significant difference between male and female students in terms of critical thinking.

Investigation of Self-Regulation and Problem Solving Skills of Prospective Elementary Teachers

Article History: Received 05.12.2013 Received in revised form 14.03.2014 Accepted 23.03.2014 Available online 10.08.2014 The aim of this study is to examine the self-regulation and problem solving skills of the teacher candidates in faculty of education in the department of primary education in terms of variety variances. This research is a descriptive study of general and relational survey. The universe of the study is 3359 prospective teachers who study at a university in the department of elementary education of a state university in 2012-2013 academic year. The sample group of the study is 626 first and fourth year prospective teachers majoring elementary education at the faculty of education by means of purposeful sampling method. In this study, “Self-regulated Learning Skills Scale” developed and whose validity and reliability controlled by Turan (2009) and “Inventory of problem solving” developed by Heppner and Petersen in 1989, whose the Turkish version, validity and reliability studies made by Taylan (1990) were used as the data collection tool. According to the research findings, it was concluded that self-regulation skills of the teacher candidates in the department of elementary education is at good level and their problem solving skills is at a moderate level. Further, given the self-regulation skills of the prospective teachers majoring elementary education at the faculty of education, statistically significant differences in favor of the female students in terms of the gender variable, in favor of the fourth year students in terms of class variable, in favor of the vocational high schools in terms of the variable of the high school graduated, again in favor of the female pre-service teachers in terms of the variable of problem solving skills according to gender were found. There also appeared a positive and moderate correlation between self-regulation and problem solving skills. © 2014 IOJES. All rights reserved

The Relationship between Extrinsic vs. Intrinsic Motivation and Strategic Use of Language of Iranian Intermediate EFL Learners

This study aims to identify the learning orientations and language learning strategies of the students, to determine whether there are any significant differences in the motivational orientations and language learning strategies preferences between male and female learners, and investigate whether there is a relationship between students' motivational orientations and strategy preferences. A total of 206 intermediate level students who studied in English in private language institutes were asked to complete two questionnaires. One was used to identify students' motivational orientations and the other was used to identify students' learning strategies. Statistical analyses demonstrated that most frequent type of motivation was extrinsic motivation-identified regulation; and the most frequent used strategy was social strategy; and that both types of motivations, namely extrinsic motivation and intrinsic one revealed positive correlation with six language learning strategies. However, amotivation demonstrated negative and significant correlation with all the six language learning strategies. Finally, the findings indicated significant difference between male and female students in terms of employing language learning strategies. Female students used more language strategies and they applied cognitive strategies, meta-cognitive strategies, and social strategies more often in comparison with male learners while male students used more compensation strategies. Based on the results, the study suggested that teachers should attempt to detect learners' language motivation and their choice of language learning strategies so as to provide them with more effective learning materials and opportunities which may enhance their language learning. Index Terms—language learning strategy, intrinsic motivation, extrinsic motivation, individual difference variables

An Investigation into English as a Foreign Language Listening Anxiety among Taiwanese Senior High School Students

This study aimed to explore the differences between genders as well as the proficiency differences of students who experienced English listening anxiety at a senior high school in Taiwan. The participants were 102 randomly selected students at a senior high school in Taiwan. An English listening anxiety questionnaire was adopted for data collection. The results have shown that students attributed the cause of anxiety to the fear of listening time constraint, the fear of fast speaking speed, a lack of prior knowledge, a lack of adequate knowledge about vocabulary and topics. The results showed there was no significant difference between male and female students in terms of their English listening anxieties in this study. On the contrary, the results showed there was a significant difference between two different proficiency groups in terms of their English listening anxieties. On the average, lower level listening proficiency group students had higher English listening anxieties than higher level listening proficiency group students. Keywords: EFL listening anxiety, gender, proficiency levels, senior high school students

Does Gender Impact Business Students Perceptions Of Teaching Effectiveness?

While there are certainly differences ofopinion regarding teaching effectiveness, the goal of this study is toinvestigate whether there is consistency or differences in opinion based on thegender of the student doing the evaluation of the instructor or the gender ofthe instructor being evaluated. Thispaper summarizes the gender-based findings from a survey administered tostudents in fall 2011 at a mid-sized Association to Advance Collegiate Schoolsof Business International (AACSB International) accredited Midwesternuniversity business school. Thirty-fivetraits were presented for evaluation. Thefindings of this study suggest that there are differences between female andmale student ratings of teacher effectiveness.Females in general tend to rate teachers higher overall in terms ofteaching effectiveness. Furthermore,there are specific traits that appear to be more important to females, andother specific traits which appear to be more important to males. This study provides strong evidence thatthere are systematic differences between male and female students in terms of theirperceptions of the teaching traits they find important and how they rateinstructors of each gender. It isimportant that faculty members and especially administrators are aware of thepotential for gender bias in ratings of teacher effectiveness. Men and women have different perceptions. Male and female students are different, andthey perceive differences between male and female faculty members.

The impact of a sense of belonging on lethargy and career maturity

In this study, the authors treated a combination of psychological apathy and decreased motivation as a tendency to lethargy, and implemented a survey into the tendency to lethargy demonstrated by students, in order to study the impact of a sense of belonging in the four relationships between the student and the people considered most likely to be interacted with during university life—those with family, friends at university, friends outside university and boyfriend/girlfriend. In addition, the authors implemented a survey and study that included additional categories relating to career maturity. The study was performed on 250 university students, using an anonymous questionnaire that graded responses using criteria to measure a sense of belonging, psychological apathy characteristics, areas of decreased motivation, and career maturity. The subjects were classified by the school year to which they belonged, their gender, and whether or not they had a boyfriend/girlfriend, and consideration was given to the relationship between psychological apathy, decreased motivation, career maturity and a sense of belonging. In terms of gender difference in regard to each of the criteria, partially, the study indicated that male students score significantly higher than female students in terms of a sense of belonging, females score significantly higher than males for decreased motivation in regard to classes, and males score significantly higher than females in relation to career maturity. No significant difference in scores was noted between males and females in relation to psychological apathy. The impact of a sense of belonging on psychological apathy, decreased motivation and career motivation was seen in the fact that across all categories, those students with a good relationship with friends at university had a suppressed level of decreased motivation in regard to university by the portions given in this document.

과학자, 기술자, 공학자에 대한 중학생들의 이미지와 인식 비교

본 연구의 목적은 중학생들의 과학자, 기술자, 공학과학자, 기술자, 공학자에 대한 중학생들의 이미지와 인식 비교 79자에 대한 이미지 및 인식을 비교 분석하는 것이다. 본 연구는 중학교 3학년 학생 110명을 대상으로 하였고, 검사 도구는 Fralick 등(2009)이 개발한 'Draw a scientist at work and draw an engineer at work'와 그에 대한 체크리스트를 번안 수정하여 사용하였다. 일하는 과학자, 기술자, 공학자의 그림을 그리고 외형적인 특징과 일하는 장소, 일하는 행동, 다루는 대상 또는 사물에 대하여 서술하도록 하여 분석한 결과는 다음과 같다. 첫째, 중학생이 인식하는 과학자가 취급하는 대상 또는 사물로는 플라스크, 비커, 시험관이 가장 많았으며 남학생과 여학생간의 차이가 없었다. 학생들이 그린 과학자 이미지에서 복잡한 기계나 설계도를 묘사한 경우가 다수 나타나 학생들이 과학자와 공학자를 유사하게 인식하는 반면 공구, 다리, 건물에 대한 묘사는 없는 것으로 보아 과학자와 기술자는 구분하여 인식하고 있었다. 둘째, 기술자가 일하는 곳은 공장이나 카센터 등으로 인식하였고 스패너, 망치 등의 공구를 이용하여 차량을 수리하는 것으로 묘사하였다. 기술자의 외형적 특징으로 과학자에서는 매우 낮은 비율로 나타났던 작업복과 모자의 빈도가 현저히 높게 나타났다. 학생들의 그림에서 나타난 기술자의 행동으로는 남학생과 여학생 모두 손으로 만들거나 고치는 공통적인 이미지로 표현하였다. 셋째, 공학자가 일하는 곳은 실내이며 기계를 다룬다는 공통적인 이미지를 가지고 있었으며 남학생의 경우 공학자가 컴퓨터로 설계하거나 발명하는 모습을 주로 표현한 반면 여학생들은 차량을 고치거나 만드는 일을 한다고 인식하여 성별에 따라 차이가 나타났다. The purpose of this study was to analyse middle school students' images and perceptions about scientist, technician and engineer and to compare the images of male students with those of female students. Fralick et al.(2009)'s "Draw a scientist at work and draw an engineer at work" was modified and administered to 110 middle school 3rd grade students (43 male students, 67 female students) from 5 middle schools. They drew the figures at work and took explanation of what the person was doing in a drawing. The results of this study were as follows; First, the representative image of scientist was the man with glasses and lab gown performing the chemical experiment. There were no significant differences between the male students and female students in terms of the scientist images. Second, the representative image of technician was the man who was fixing a car and working with his hands. The technicians were illustrated as working with tools such as wrench, hammer and so on. There were no significant differences between the male students and female students in terms of the technician images. Third, the students involved in this study frequently perceived male engineers as working indoors. But perceptions about performance of engineers were significantly different between male students and female students. A majority of male students recognized that engineers should design, invent and create the products, however many female students perceived the engineers as car mechanics. Fourth, the students perceived differently the scientists' task compared with the technicians', but they had difficulty in distinguishing the scientists' task from the engineers' task.

“To What Extent are Postgraduate International Students at Sunderland University Intrinsically Motivated in Learning English?” and “Is There a Difference Between Male and Female Students in Terms of Their Intrinsic Motivation?”

The aim of this study is to investigate the motivation need in learning English language for postgraduate international students' at University of Sunderland. This study consist of 70 students from University of Sunderland in the United Kingdom. “Integrative and extrinsic motivation” questions are adapted by Yang Shuang and the design of the questionnaire is adapted by Lau Chi Ping. The test was adapted one based on the integrative/instrumental section of the test by Robert Gardner's Social Psychological Language Learning in 1985. The fist phase of the questionnaire involves 15 likert type statements and the second phase involves 9 democraphic questions. The result of the study shows that the students at Sunderland University are instrumentally motivated because of their future career plans, getting a good job, entering a well-paid job, travelling the world, taking place in a university, getting high marks in IELTS or TOFEL examinations.

STUDENT EXPERIENCE IN BLOG USE FOR SUPPLEMENTARY PURPOSES IN COURSES

The purpose of this study is to determine the views of students about blog use for supplementary purposes in courses. Survey research method was applied for the quantitative dimension of the study, and the semi-structured interview technique was used for the qualitative dimension. Regarding the quantitative dimension of the study, the participants were 68 undergraduates at a university in Turkey; as for the qualitative dimension, the participants were nine students from the same group. The research results revealed that the students’ interest in courses, the duration of their preparation for exams, and their socialization did not differ with respect to the variables such as their gender and the availability of the Internet connection. On the other hand, the results demonstrated that there was a significant difference in favour of female students in terms of the variable of achievement. Also, in the study, it was revealed that the students who had frequently followed the course blog and their personal blogs had higher levels of achievement and interest in the course.

The effects of social, familial, and personal factors on students’ course selection in Iranian technical schools

The purpose of the present study was to explore the effects of selected social, familial, and personal factors on students’ course selection in Iranian technical schools. In this survey, 249 male and female students were randomly selected from technical schools in the Andimeshk Area of Iran to provide data on social, familial, and personal factors that they thought could affect their selection of accounting, computer engineering, welding, ICT, or other similar courses in technical schools. The data were collected through a researcher-made likert scale questionnaire and were analyzed using step-by-step regression analysis. The results indicated that social, familial, and personal factors considered in this study were meaningfully related to the selection of courses by students. Moreover, means comparison analyses indicated that there was no significant difference between male and female students in terms of being affected by such factors in their choices.

Menstrual Health Care Behavior and Associated Factors Among Female Elementary Students in the Hualien Region

The purposes of this study were to measure menstrual knowledge, assess menstrual health care behavior and investigate the factors associated with menstrual health care behavior among fifth and sixth grade female students. The subjects were 417 female students from 12 elementary schools in the Hualien region of Taiwan. The stratified cluster random sampling method was adopted. The questionnaire used in the study consisted of three sections: personal information, a menstrual knowledge questionnaire, and a menstrual health care behavior questionnaire. The results of this study show that the majority of the respondents felt that menstruation had an influence on their emotions (74.8%), daily life (73.1%), schoolwork (61.6%), and social interaction (50.1%). The total correct response rate for the menstrual knowledge questionnaire was 45.1%. There was a significant difference between aboriginal and non-aboriginal female students in terms of the correct answer rate for the menstrual knowledge questionnaire. The mean score for menstrual health care behavior was 2.66 (SD = 0.82). Elementary level female students who had better menarche preparation scored higher on the menstrual knowledge questionnaire, and those whose first period had already occurred felt more confident in their ability to execute proper menstrual health care behavior. The results prompted the recommendation to families and elementary schools to encourage students to improve their menstrual health care behavior during menses.