Gender Differences In Academic Performance Research Articles

Relationship among Secondary School Students’ Physics Academic Achievement Scores, Conceptual Knowledge and Problem-Solving Skills

The study aimed to explore how improving conceptual understanding and problem-solving skills in secondary school students can lead to better academic success in the field of physics. The research utilised a multistage sampling technique, selecting 64 schools as clusters and randomly selecting 2350 male and female students for the study. The focus is on increasing enrolments and enhancing the overall quality of education by improving students' abilities in critical thinking and problem-solving. The ultimate goal is to boost academic achievement and ensure a higher standard of education in the sector. Two self-designed achievement tests were utilised in this research based on the updated Bloom's taxonomy to assess the conceptual understanding and problem-solving abilities of students. Conceptual Knowledge Test (CKT) was of 20 MCQs items whereas the Problems-Solving Skills Test (PSST) consisted on five problem-based supply type questions. The tests were validated by the experts. The pilot study revealed 0.87 of reliability for CKT and 0.67 for PSST. This reliability was verified with Ferguson delta 0.99 for both tests. The item difficulty and discrimination index remained moderate. The significance of the variables was determined using an independent samples t-test, while the correlation between the variables was assessed using the Pearson product moment correlation. The analysis revealed moderately significant relationships between the variables. The study revealed statistically significant gender differences in academic performance, with females outperforming males across all variables examined. Therefore, educators are advised to implement concept learning strategies and problem-based learning approaches in order to improve students' conceptual understanding and problem-solving abilities

Analysing gender differences in academic performance and labour market outcomes of engineering graduates: evidence from India

PurposeParticipation of women in engineering education is considerably low in India, although it is increasing in recent years. Also, engineering is primarily treated as a male-dominated profession, and the authors do not find many women in this sector. What factors contribute to this significant gender differences in engineering education and labour market in India? In this context, this study aims to examine the factors that explain the gender variations in academic performance and labour market outcomes (placement and earnings) of engineering graduates in India.Design/methodology/approachThe paper is based on primary survey data from fourth-year engineering students in Delhi, collected in 2018–2019, with a total sample size of 3186. The study uses Ordinary least square method (OLS) and Heckman selection model to analyse gender differences in academic performance and labour market outcomes of engineering graduates, respectively.FindingsThe study finds that academic performance of male students is around 10.4% more than female students. However, this difference is heavily influenced by various socioeconomic and institutional factors. Interestingly, 3% of female engineering graduates have received more job offers than males, which contradicts the common belief that women engineers face job discrimination in the labour market in India. However, the authors find that male engineers earn around 7% more than female engineers shows the evidence of pro-male gender wage inequality in earnings. The findings support that there is a considerable variation in academic performance and earnings between male and female engineering graduates.Originality/valueWhile the authors find some literature in the area of gender difference in the academic performance and labour market among university graduates in India, studies in the field of engineering education are sparse. In a context where fewer women are found in the field of engineering education along with low participation in the labour market, the findings of this study significantly contribute to the policy making.

The relationship between exam anxiety, academic performance and peer support among 9th grade students in Shenzhen, China

In recent years, with the incentive of competition, various industries have introduced many exams to assess and screen the overall level of personnel. Faced with exams, especially those that carry significant weight, most students experience some degree of anxiety. Moderate exam anxiety can stimulate the excitement of the cerebral cortex, which has a positive effect on active thinking, concentration, information extraction, and so on. However, excessive exam anxiety can cause cognitive impairments for students, such as blocked thinking, memory lapses, restless emotions, low learning efficiency, and other adverse reactions. This can also affect students' exam performance and even their mental and physical health, keeping them in a state of anxiety for a long time. This study aimed to investigate the relationship between exam anxiety, academic performance, and the moderating effect of peer support on student learning and development among 9th grade students in Shenzhen, China. The study used a questionnaire survey to collect data from 300 valid respondents and conducted data analysis. The results showed that: There was a significant gender difference in academic performance, with 9th grade male students performing better than female students; The greater the exam anxiety, the lower the academic performance of 9th grade students; Peer support can positively predict the academic performance of 9th grade students.

Gender differences in academic performance of students studying Science Technology Engineering and Mathematics (STEM) subjects at the University of Ghana.

Using a mixed-methods research design, this study compares academic performance of males and females studying STEM subjects or courses at the university level with that of the senior high school level performance. The factors contributing to the gender differences in academic performance at the two levels of the educational ladder were also explored. Overall, the results show that the academic performance of males was better than females at the senior high school level, whilst at the tertiary level, the academic performance of females appeared to have improved relative to that of males. Whilst gender stereotypes contributed greatly to differences in academic performance at the high school level, factors such as teaching methodologies and styles, motivation and support from parents, and advocacy campaigns on women's empowerment accounted for the improved academic performance of females at the tertiary levels. On the other hand, males' engagements in extra-curricular activities and other economic ventures, which are also linked to broader socio-economic influences such as economic hardship, financial constraints, and gendered ideologies tend to affect the academic performance of males at that level. We recommend that whilst emphasis is placed on getting more females in STEM disciplines and careers, it is equally important to focus on males. This requires continuous education and sensitisation of gender stereotypes and policy measures to sustain both males and females in STEM for overall national development.

Gender Differences in Academic Performance of Medical Students

Background: The number of female medical students increased steadily over the last decades, outnumbering the male students in some medical schools including ours. Gender differences in academic performance among male and female medical students were addressed in many studies with variable results. The aim of this study is to investigate the difference in grades scored in different medical school subjects in a 6-year curriculum by female students, compared with the scores of fellow male students. Methods: Three cohorts of students, graduated in the years 2011, 2012 and 2013 were selected. The total number of students was 1254, 876 females (69.9%) and 378 males (30.1%). The achieved scores (grade-point average or GPA) were recorded for each subject’s final examination. Data was analyzed using PSPP statistical software. Results: T-test for the first examination (anatomy, physiology and biochemistry) showed a slightly higher male mean total score (6.38) versus 5.76 for female, but the difference was not significant (P= 0.12). For the second exam (pathology, pharmacology and microbiology), the mean score of male students was also higher than female students' mean score (5.19 versus 4.65) but the T-test was not significant (p= 0.14). For the third exam (medicine, surgery, pediatrics, obstetrics and gynecology) the mean scores were almost equal (8.31 for females, 8.3 for males) and the T-test was not significant (P=0.98). Female students performed slightly better than males in obstetrics and gynecology and surgery, while male students scored better in medicine and pediatrics. However, these differences were not significant (p= 0.6). Conclusion: The academic performance of medical students shows no significant differences among male and female students. The small differences noted could be explained by many factors influencing the performance of both sexes rather than attributed to gender only.

Gender‐Based Differences in Academic Achievement in a University Design Program

AbstractThere is a significant amount of research into gender differences in academic performance in the science, technology, engineering and maths (STEM) fields. This has identified important differences between the academic achievement of men and women as measured through grade point averages and time to completion. However, the specific STEM fields of design have not been thoroughly explored. This research investigates the long‐term academic performance of a large group of architecture, industrial design, interior design and landscape architecture students at a major Australian university. The study followed the progress of 472 students over an 11‐year period. In most fields the academic achievement of students follows expected patterns; the difference in academic grades for male and female students reduces over time. However, in interior design, there are significant differences that increase with time, to the favour of women. A range of social, cultural and contextual influences are discussed including the signature pedagogy of the design studio and the hidden curriculum of design education.

Gender Differences in Academic Performance in the subject of Pharmacology: A study conducted in a medical college

Background: The proportion of female students is increasing progressively in medical schools, but concern remains about differing performance in exams. A limited data is available on comparison of academic performance of male and female students from developing countries. Aim: To compare them regarding their academic performance in the subject of pharmacology. Methods: This comparative study was conducted at Pharmacology departments of Sheikh Zayed medical college Rahim yar khan and Quaid-e-Azam medical college Bahawalpur among 3rd yr MBBS students of sessions 2019 and 2020. The overall attendance of students was counted and compared as well as all the pharmacology test results were evaluated and compared on the basis of previous record of fortnightly, end of module, midterm and end term examinations. Results: Girls outnumbered boys (528 girls vs 437 boys) in medical admissions. The girls were having better attendance and test results ( 92% vs 65% for better attendance & 26% vs 19% for better results) in both sessions 2019 and 2020. The results also showed that students from literate background and urban areas got more admission in medical college but more number of boys are boarders compared to girls who prefer to be day scholars due to social circumstances of South Punjab. Conclusion: The female students tend to perform better than boys in pre clinical subjects. The number of female medical students is increasing progressively and they out perform their male counterparts both in attendance and internal assessments. The study is documentation of this fact, for future measures that can be done for improvement of male students performance. Keywords: Gender difference, pharmacology, performance

Digital gender gap in university education in Spain. Study of a case for paired samples

This article presents a research with the aim of analyzing the use of Information and Communication Technologies (ICT) to promote the empowerment, entrepreneurship, and leadership of women in today's society. We examine the digital gender gap in undergraduate studies in Spain by branch of education and its relationship with the rate of affiliation to the Social Security of graduates of Degree and Cycle after one, two and three years from the completion of their university studies. It is completed with a case study for samples paired with a quasi-experimental method, to determine if the alternative hypothesis of gender inequality in the means of grades, as an assessment of academic performance, could be accepted between two orientations of the subject taught. The results showed, in the experimental group, a higher motivation and in learning higher scores, compared to the control group, not finding statistically significant gender differences in academic performance. As a conclusion, we propose the transformation of teaching-learning methodologies for greater student involvement and more meaningful and relevant learning that contributes to the disappearance of the digital gender gap and empowers women.

Gender Differences in Academic Performance and Industry Relevance: a Study of a Nigerian Private University Graduates

This article examines the linkage between university education, academic performance, and industry relevance among graduates of a Nigerian Private University in Ogun State, Southwest, Nigeria. Multiple research methods, including existing records from secondary sources and In-depth interviews, were used for the primary data collection. Existing record on students' academic performance obtained from the University's Center for Systems and Information (CSIS) for all academic programs in the two colleges sampled: College of Development Studies (CDS) and College of Science and Technology (CST) in the University was complemented by In-depth interviews of academic advisers and heads of department across the programs in addition to the data from the University's Alumni office on present places of employment of the graduates within the stipulated period (2006-2018). The study found that the female graduates' excellent academic performance across various programs did not reflect in industry relevance in terms of visibility in the economy's critical formal sectors compared to their male counterparts. The study recommends the need for female graduates' urgent pragmatic steps to maximize the benefits of career opportunities by translating the same into paid employment.

Peer Instruction Dialogical Argumentation Model (PIDAM) for Authentic Learning of Science

The research is a pretest-posttest experimental design that integrated peer instruction into the dialogical argumentative instruction to investigate the authentic learning experience among College students. The participants were pre-service physics students of a College of Education in Nigeria. The mixed-method approach was adopted to obtain data for the study. The research instruments were Electromagnetism Physics Test (EPT) and Semi-structured interviews. The ANOVA and thematic coding were used to analyse the data obtained. The outcome of the research shows that students' authentic learning was enhanced with the integration of PI into the dialogical argumentation instruction. It also shows that the gender difference in academic performance was not significant. The study makes some recommendations; one of them is further studies on PIDAM because this is the first study on PIDAM in a College.

Exploring the Effect of Gender and Personality Characteristics on Educational Performance

This study was an update on gender differences, personality characteristics and academic performance carried out among students at a private University in Ogun State, Nigeria. The present study intends to validate the findings of the previous study with further review of literature on the subject matter. The result of the study showed that male and female students are different with regards to academic performance but not in personality traits. Also, conscientiousness (r=.272, p<.01) was found to be positively related to academic performance while neuroticism (r=-.170, p<.05) negatively correlated with academic performance. Furthermore, the other Big five personality factors did not have any significant relationship with academic performance: extraversion (r= -.027, p>.05), agreeableness (r= .057, p>.05) and openness to experience (r= -.018, p>.05). These personality factors jointly influenced changes in academic performance [F (5,195) = 3.897, p<.01]. The present study found a consensus in gender differences in academic performance with females outperforming the males. Also, studies agree that females are higher in agreeableness and neuroticism but not significantly different in conscientiousness when compared with males. This study concluded that conscientiousness trait had a significant effect on students’ academic performance; and that female students academically performed better than their male counterparts. Consequently, it was recommended that further studies be conducted to ascertain gender differences in personality characteristics using a very large sample size.

GENDER DIFFERENCE IN ACADEMIC ACHIEVEMENT OF STUDENTS IN KINANGOP SUB COUNTY, NYANDARUA COUNTY, KENYA

Despite vigorous efforts from the government and non-government sectors to ensure gender equality in education, there is still a serious gap between boys and girls in academic performance and achievement. There are very limited studies focused on the issues of gender difference in academic performance of students in Nyandarua County. This study sought to examine gender differences in the academic performance of students in Kinangop Sub County, Nyandarua County. The study adopted Social Cognitive Theory. The study adopted Ex post facto research design. Thirty-seven schools from Kinangop Sub county in Nyandarua County were selected using multi – stage stratified random sampling method to reflect the various categories of schools in the County. The Sub County has extra county, county and sub county schools. The schools were stratified based on their average Kenya Certificate of Secondary Education (KCSE) performance in years; 2015, 2016 and 2017. Two thousand four hundred and seventy students participated in the study. Secondary data were obtained from the Sub County Education offices. The data collected were analyzed using descriptive statistics of mean and Independent samples t-test. From the findings there was significant difference in academic achievement among the gender of students, with the male students (Mean = 67.89, SD=4.92) having better academic achievement scores than their female counterparts (Mean = 64.11, SD=3.3). The male students were found outperforming their male counterparts. There was statistically significant difference [t (45) = 3.161, p=.003] in academic achievement between gender. The study concluded that there was a significant gender differences in the academic performance of students in Kinangop Sub County. the study recommends that learners should be thoroughly motivated to engender higher level of achievement in Secondary School and indeed in all subjects at that level of education irrespective of gender. The school management should abolish the creation of gender stereotype in classes so as to enable both male and female students thrive in their academics. The findings of this study will be beneficial in addressing the issue of male–female achievement differences at secondary school level in Kenya. Article visualizations:

Secondary school students and self-efficacy in mathematics: Gender and age differences

ABSTRACT Gender differences in academic performance has received considerable attention over the years. Studies have found that even when there are no gender differences in math performance, female students exhibit larger levels of apprehension toward the subject and that this gap between the genders increases with time. This study investigates gender differences in the sources of information that lead to perceived self-efficacy in math and whether the information changes with age. Using items developed by Ellen Usher and Frank Pajares, 347 surveys were collected from six private schools in Lebanon. Confirmatory factor analysis is used to establish the validity of the measurement tool in a non-Western country. A structural component is then introduced into the model to account for age. Results indicate that older girls are more likely to receive negative information from the four sources, thus leading them to develop lower levels of perceived self-efficacy in math. These findings indicate that different socialization processes are at work, thereby providing support for social roles theories.

Relationship between interference control and working memory with academic performance in high school students: The Adolescent Student Academic Performance longitudinal study (ASAP)

IntroductionThe purpose of this study was to explore the relationship between interference control and working memory with academic performance in both female and male high school students using a longitudinal design. MethodsOne hundred and eighty-seven grade seventh to ninth students (mean age: 13.1 ± 1.0 years old) from a French-Canadian high school located in Montreal, Canada, completed a 3-year prospective study. Interference control (Flanker task), working memory (N-back task) and academic performance (grades in science, mathematics, language and the overall average) were assessed every year during the 3-year study. ResultsFemale students had significantly higher grades than male students for overall average, science and language at year 1 as well as higher grades for overall average and language at year 3 (p < 0.05). However, no differences were found between genders for any measures of interference control or working memory at year 1 and 3. Furthermore, we noted that the relations between cognitive control with our academic performance measures differ according to gender. Finally, our results showed that neither interference control nor working memory seem to be the primary predictor for any of our academic performance measures in both female and male students. ConclusionsResults of the present study indicate that cognitive control measures were not able to explain the gender differences in academic performance. Our results also show that interference control and working memory were weakly related to academic performance and that these associations had a poor ability to predict variations in academic performance during a 3-year period.

Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education.

In addition to attempting to verify gender differences, this study aims to examine the explanatory potential of boys’ and girls’ attitudes toward mathematics on their performance. The sample comprised 897 students in the 5th and 6th years of primary education (450 boys and 447 girls). The results confirm what previous research has suggested, that girls tended to exhibit less positive attitudes about mathematics than their male classmates, in particular lower motivation, worse perception of competence, and higher rates of anxiety, although in all cases the effect sizes were small. Even though there no significant gender differences in academic performance, as expected, the explanatory power of attitudes toward mathematics was clearly more significant in boys than in girls (R2 = 0.194 and R2 = 0.103, respectively). The results of the regression analysis for each sample reinforce the well-known positive impact of perceived self-efficacy on mathematics performance and introduce the effect of achievement emotions of academic performance. Test anxiety in mathematics seems to only have a negative effect on boys’ grades, as this variable does not appear in the regression equation when explaining girls’ performance. In the light of control-value theory, we discuss the contingency of perceived competence and its involvement in anxiety and academic performance. Boys’ results could be affected by the levels of anxiety inasmuch as they tend to be confident in their abilities, motivated to stand out, and interested in mathematics. Whereas despite girls reporting high rates of anxiety, what may have a negative impact on their results might have more to do with a higher value placed on mathematics, as their perception of control may be low.

Gender Differences in Academic Performance of High School Students: The Relationship with Cardiorespiratory Fitness, Muscle Endurance, and Test Anxiety.

Background:The purpose of this study was to investigate the relationship between cardiorespiratory fitness, muscle endurance, and test anxiety levels with academic performance in both genders of high school students.Methods:A total of 545 grade nine students (mean age: 14.1 ± 0.4 years old) participated in this study. Final grades in language, mathematics, and science and the overall mean average of all courses were used to assess academic performance. Cardiorespiratory fitness levels were estimated using the 20 meter shuttle run test and muscle endurance was measured using push-up and curl-up tests. Participants also completed a questionnaire for the assessment of test anxiety. Independent t-tests, correlations, and linear regression analysis were performed.Results:Results show that female students (n = 292) had significantly higher grades in language and science as well as a higher overall mean average than male students (P < 0.001). Moreover, we observed that female students had significant greater correlation coefficient values than male students for cardiorespiratory fitness levels and muscle endurance with academic performance (P < 0.05). Finally, linear regression analysis showed multiple differences between male and female students regarding independent predictors of academic performance (P < 0.01).Conclusions:Results of the present study indicate that the academic performances of male and female students are different in high school and that these distinct academic performances appear to be explained by different variables.

Gender Differences in Academic Performance in the OB/GYN Clerkship

PURPOSE: Evaluate gender differences in academic performance within the Obstetrics and Gynecology Clerkship at the University of Missouri. BACKGROUND: Unconscious bias, baseline knowledge or access to opportunities that may affect students' overall performance. Therefore, making it necessary to evaluate gender differences in academic performance. METHODS: USMLE Step 1 exams, pre-clinical year's evaluations, NBME shelf exam scores, faculty evaluations of students with overall exemplary grades, clerkship grade distribution were compared from 2013-2017 to determine if there was a gender difference in academic performance. Student assessment is standardized. First attempt USMLE and NBME scores were evaluated. An evaluator was included if they performed more than 6 evaluations. 388 students qualified for the study. Independent 2 sample t-test was used assuming unequal variances. RESULTS: Males scored higher on the USMLE Step 1 exam with statistically significance. There was no difference of performance within genders during the pre-clinical years. Females scored higher on the NBME shelf exam, clinical evaluations, faculty assessments and final clerkship grade evaluations. DISCUSSION: There are notable gender differences in academic performance within the Obstetrics and Gynecology Clerkship, favoring females. Preexisting personal knowledge and a higher number of females expressing interest and entering OB/GYN residency may give females a slight advantage over their male counterparts. Assuming that standardized assessments demonstrate knowledge gained by students, the results may reflect that females are gaining more experiences or opportunities during their clerkship. It is important to critically review the data to ensure males and females are achieving the same training and opportunities.

Relationship between Parental Marital Status and Students’ Academic Performance in Day Secondary Schools of Dagoretti Sub District of Nairobi County, Kenya.

Academic performance is one of the important aspects of a student’s life and therefore it is important to understand the factors that hinder or promote it. Various researches on factors affecting performance have been done, however there is little local research on how family structure affects academic performance. This study examined students’ academic performance vis-à-vis single and two parent family structures. It also investigated if there were any gender differences in academic performance as determined by parental marital status. The target population was form three students in day secondary schools of Dagoretti Sub District, Nairobi County, Kenya. The sample of the study consisted of 196 students drawn from five day secondary schools. The study used descriptive survey and ex post facto methodology. Simple random and purposive sampling techniques were used to select the schools and classes for the study respectively. Questionnaires and class achievement records were used to collect data. The data was analyzed using Analysis of Variance (ANOVA), t-test and Chi-square test at significance level of 0.05. The study found no relationship between parental marital status and students’ academic performance as majority of students, regardless of family structure, performed equally poorly with a mean grade of less than ‘C’. The results showed that there was no difference in the academic performance of students from single and two parent families (P=0.776). Additionally, the results indicated that there was no significant difference in the academic performance of male and female students from single and two parent families (P=0.348) and altogether these outcomes established that there was no bearing between parental marital status and students’ academic performance (P=0.873). On the basis of this finding, it was recommended that parents and schools/teachers should provide necessary conduciveness to all learners to deal with the challenges they face at home and school, in order to obtain desired academic performance.

Father Absence and the Reverse Gender Gap in Latin American Education

Recent work on gender differences in academic performance in wealthy countries highlights the importance of family structure: Boys’ education suffers more than girls’ education does when biological fathers are absent. We explored whether high rates of father absence in Latin America and the Caribbean might help explain why girls in the region have been more likely than boys to complete secondary school for decades. Data from the Demographic and Health Surveys instead demonstrated that the effect of father absence did not differ between boys and girls. The reverse gender gap in Latin American education cannot be explained by father absence compromising boys’ on-time progression at ages 9 to 14 more than girls’. In the United States and other high-income countries, boys are particularly disadvantaged by father absence in poorer households, but in Latin America and the Caribbean poorer households may have higher levels of promale bias that offset any similar pattern.

Gender Differences in Adolescents’ Academic Achievement

Recent empirical literature has highlighted that adolescents show gender differences in academic performance. The present study intends to disentangle the contribution of some less well-known facto...