Performance Of Female Students Research Articles

Impact of Female Peer Composition on Gender Norm Perceptions in Secondary School in Uruguay

Gender norms affect girls’ educational achievements. Yet, how norms are formed and what drives their changes are still open questions. This article examines peer effects on students’ gender norm perceptions and skills formation. The study uses a Uruguayan nationally representative survey of ninth grade students and exploits the quasi-random variation in the proportion of female peers across classes within schools for causal identification. Results show that a higher exposure to female peers leads to more progressive gender norms. Furthermore, these effects are driven mostly by male students. Female students are also impacted by peers’ gender composition and significantly reduce the time devoted to domestic work and improve mathematics scores when exposed to more female peers. No effects on language test were found for either gender. These results suggest that short peer interactions in secondary school contexts may have substantial effects on reducing gender stereotypes and change gendered behaviors among students. HIGHLIGHTS In Uruguay, higher exposure to female peers in the class leads to more progressive gender perceptions by male students. Class sex composition also reduces time devoted to domestic work and improves mathematics performance of female students. Even one-year peer interactions in secondary school may have substantial effects on increasing gender-egalitarian attitudes and behaviors.

What matters the most, the assessment method or individual skills in marketing research learning?

PurposeThe purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university.Design/methodology/approachFor the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).FindingsIt was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels.Research limitations/implicationsOne of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing.Practical implicationsFurther design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands.Social implicationsInsights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR.Originality/valueThis approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

Gender Differences in Chinese EFL Learners’ Comprehension When Reading Across Mediums

As the reading medium shifts from paper to digital devices, there is a notable change in readers’ habits, moving from traditional printed formats to electronic forms. While extensive research has been conducted on gender differences in traditional print reading, studies focusing on gender disparities in mobile reading comprehension are rather limited. This research employed cross-sectional quantitative methods to explore gender differences in comprehension through both print and smartphone-based reading tests. Data was gathered from 190 undergraduates at a local university in China through reading comprehension tests. Participants’ reading results were analyzed using SPSS software for comparison. The findings indicate no significant difference in reading achievements between male and female participants on both paper and smartphone platforms. However, the study found positive trends in female students’ performance on both mediums. The disparity in the mean difference between male and female students’ reading scores was larger in smartphone-based tests, which indicates that digital mediums could either enhance reading performance in female students or potentially have a negative impact on male students.

FACTORS AFFECTING ATTENTIONAL VITALITY ON STROOP TASK AMONG UNIVERSITY STUDENTS IN PESHAWAR

Present study was designed to investigate the effect of different factors on the attentional vitality/flexibility of the university students as measured through Stroop task. Objectives of the study were to find out gender differences in general as well as to compare the performance of female students during their menstrual cycle with that of other females without cycle and with the male students. University students (100 male and 100 females), with age range 20 to 25 years enrolled in BS and Masters were included in the study. Convenience sampling technique was used to select these participants. English version of the Stroop Test, designed by Trenerry et al. (1989) was used. t- test was used for data analysis. Significant differences were observed between males and females in general, similarly the performance of females during their menstrual cycle phase was significantly low as compared to other females without cycle.

The Role of Awareness, Attitude and Performance of Students of Yazd City in Acceptance of COVID-19 vaccine in 1400

Introduction: Preventive behaviors are among the most important strategies to fight against COVID-19. The level of awareness, attitude and performance of people towards COVID-19 is of great importance in accepting or doubting to receive the vaccine. The purpose of the current research is to investigate the role of awareness, attitude and performance of COVID-19 regarding the acceptance of the vaccine among university students in Yazd.
 Methods: This was a cross-sectional and descriptive-analytical study based on the web. The studied population included university students in Yazd city. 392 students were selected by available sampling method. The questionnaires were completed online. To collect data, a standard questionnaire of awareness, attitude, performance, and acceptance of the vaccine was used. Descriptive and inferential statistics were used for data analysis through SPSS 20 software.
 Results: The results showed that the level of awareness, attitude and performance of female students was significantly higher than male students (p<0/05). The vaccine's acceptance level had no significant relationship with demographic characteristics. Also, the average score of awareness, attitude and performance of students who accepted the vaccine was higher than the students who did not believe in the vaccine; but, this result was not statistically significant (p<0/05).
 Conclusion: Considering the important role of people's awareness, attitude and performance towards COVID-19 in disease prevention, it seems that other factors such as the benefits and risks of the vaccine and the level of people's trust in the government and their country had an effect on the acceptance of the vaccine.

Relationship between Social Media Usage and Academic Performance of the Students: A Case Study of Female Students of Public Sectors Universities

In the current media-dominated era, social media significantly impacts the lifestyles and perceptions of females, profoundly influencing their thoughts through its content. This study, "Relationship between Social Media Usage on the Academic Performance of Female Students," delves into the frequency and type of media content employed by female university students, examining its impact on academic performance—specifically, the enhancement or decline in GPA and CGPA. Utilizing a survey approach and simple random sampling, the study analyses responses to statements such as "Excessive usage of social media affects the academic performance of university students." Findings reveal that 12.0% strongly agreed, 44.7% agreed, 26.7% were neutral, 14.3% disagreed, and 2.3% strongly disagreed with this statement. Similarly, regarding the statement "Social media sites detract university students from academic goals," 18.7% strongly agreed, 44.7% agreed, 25.7% were neutral, 8.7% disagreed, and 2.3% strongly disagreed.

Improving Female Student’s Academic Performance in Economics Class in the Case of Grade 11G" in Gununo Town Administration General Secondary School

The main objective of this study was to improve female student’s academic performance in Gununo general secondary school in economics subject. To achieve this objective the study used different techniques. To collect the needed data, purposive sampling were employed, structured questionnaire were prepared and distributed to sampled female students. The main findings of data were, according to the data collected from sampled respondent, many female students responded that, their academic performance is influenced by various factors, among them; their attitude towards the subject, the chance they have got from their teachers, the encouragement of they got from their teachers, interest of the female students to the subject etc. The researcher concluded from their response is to advice students about the subject, giving tutorial, and giving chance to speak and ask questions freely in the classroom. Generally, to improve their academic performance of female students in economics class, the study used different techniques. These techniques were giving equal chance with male students in the class, increasing their attitude, decreasing their low interest etc.

Investigating the effect of 5E-based STEM education in solar energy context on creativity and academic achievement of female junior high school students

Effective science teaching by providing students with the necessary knowledge, attitude and skills can prepare them to live in a community and face its challenges. One of the most important topics in science education is energy education, and STEM is a new approach that can be used for energy education. Solar energy was used as a suitable context in STEM-based energy education to investigate its impact on the learning and creativity of female students. The study population consisted of ninth-grade female students of the junior high school in Qarchak city in the academic year 2020–2021, and the sample consisted of 143 people who were selected by random sampling in two groups of control and experimental. The students in the experimental group underwent 5E-based STEM education in the concepts of energy and energy conversion for 7 sessions (35 min for each session) as distance learning. ANCOVA analysis showed that teaching science with the 5E-based STEM approach significantly increases creativity along with science and math learning performance in female students. The effect on creativity subscales is not the same and has a greater effect on originality and elaboration. Furthermore, There is an overlap of 50% between the top people (5%) in science and math with the top people (5%) in overall creativity in the experimental group. This overlap reaches its maximum value (75%) in the flexibility subscale.

Academic Strengths of Female Students after Their Father’s Death: A Qualitative Study

The death of a parent is a traumatic experience, and for many female students, it can be especially challenging when the father is no longer around. although most studies focus on the emotional impact of such an event, few have examined how it affects academic performance. This qualitative study aimed to investigate the lived experience of female students’ academic strengths after the death of their father. For this study, 13 female students in their mid-teens who had experienced the death of their fathers were recruited by convenience sampling. Each participant was interviewed using a semi-structured interview, and content analysis was conducted using Colizzi’s steps to derive themes and categories. The study revealed 4 themes, including (1) school-related support, (2) personal strengths, (3) specialist support, and (4) interpersonal and social strengths. The death of the father can have a significant impact on the academic performance of female students. Despite these challenges, this study indicated that female students may show resilience and educational strengths after the death of their father. Moreover, this study indicated the need for more support from society as well as schools for female students who have experienced the death of their father.

Math anxiety is more closely associated with math performance in female students than in male students

Math anxiety is more closely associated with math performance in female students than in male students

Does the Academic Performance of Female Students Improve Through Problem-specific Tutoring and Mentorship in Ethiopia?

Does the Academic Performance of Female Students Improve Through Problem-specific Tutoring and Mentorship in Ethiopia?

Lesson learned from the pandemic for learning physics

AbstractBackgroundValuable safeguards against fast‐spreading conjectures about learning in times of fear and uncertainty are evidence‐based approaches to the assessment of the impact of sudden and unforeseen disruptions on learning practices. The present research focused on physics learning in such times because conceptual and computational literacy in physics is critical to the development of a scientifically and technologically literate society.ObjectivesThe present research aimed (a) to offer an objective assessment of whether performance differences in a physics course of the general education curriculum existed between the face‐to‐face medium (familiar mode of instruction) and the online medium (unfamiliar mode of instruction) for both male and female students, and then (b) to develop a response to the evidence collected to ensure a quality education for all parties involved. The research intended to fill two critical gaps in the extant literature: mixed findings concerning students' performance in the face‐to‐face and online mediums as well as scarce coverage of specific domains of knowledge that are critical to STEM learners.MethodsStudents' performance was examined as a function of the type of assessment (formative and summative), instructional mode (online and face‐to‐face), and gender. An understudied student population of STEM students of Middle Eastern descent without prior formal exposure to online instruction was targeted.Results and ConclusionsIn both formative and summative assessments, male students performed better online than face‐to‐face, whereas the performance of female students was either higher online or equivalent between instructional mediums. The evidence collected suggested that consideration be given to remedies that foster academic success in the face‐to‐face instructional medium, particularly for male students.TakeawaysAn evidence‐based approach to learning dismantled emotion‐driven expectations regarding the impact of the online medium on physics learning, and encouraged new perspectives about instruction.

The effect of caffeine consumption on attention performance in female students at the faculty of health sciences

PurposeThere are limited studies on the effects of coffee consumption, which has become part of popular culture and is highly common among young people, on the attention levels of female university students. This paper aims to examine the effects of caffeine consumption given at different doses (0, 100 and 200 mg) to female university students (n = 100) studying at the faculty of health sciences on attention performance with the Stroop Color and Word Test (SCWT).Design/methodology/approachParticipants' test completion time, number of errors and corrections were tested. In addition, the frequencies of weekly coffee consumption were also recorded.FindingsIt was found that consumption of coffee containing 200 mg of caffeine reduced the time to complete the sections of the SCWT test (p < 0.05), as well as the total test completion time (55.81 ± 8.67 s) compared to no coffee consumption (58.25 ± 9.46 s) and coffee consumption with 100-mg caffeine (57.56 ± 8.87 s) (p < 0.05; effect size: 0.268). The effect of caffeine on attention level was induced by 200-mg caffeine consumption, but was unapparent at 100-mg dose. In addition, SCWT completion times were reduced in the student group with more weekly coffee consumption (=3 cups/week) at 200-mg caffeine dose.Originality/valueIn this context, caffeine dose is a factor that should be taken into account in determining the performance of individuals in the SCWT test. It is thought that coffee consumption can increase the concentration of students and have positive effects on academic achievement.

FEATURES OF PHYSICAL EDUCATION CLASSES AND THEIR EFFECTS ON INCREASE OF PHYSICAL WORKABILITY OF FEMALE STUDENTS AND THE COURSE

The article analyzes the influence of physical education classes on the improvement of physical performance of female students of higher education institutions. It has been proven that the inadequacy of the content and volume of physical education in institutions of higher education is not able to fully solve the complex of tasks of physical improvement, spiritual and intellectual development of students of higher education. It was established that the low effectiveness of the implementation of the physical education program in institutions of higher education is caused not only by the lack of time allocated for mandatory physical education classes, but also by the insufficient development of scientifically based methods of building the educational process of physical education. In this regard, the indicated shortcomings in the system of compulsory classes are intended to compensate for self-active and independent forms of physical education organization under the conditions of leisure time, the potential possibilities of which attract the increased attention of modern theoreticians and practitioners. The independent process of physical improvement of female students determines the strengthening of the educational and methodological orientation of the pedagogical process, the assimilation of knowledge by female students that would allow them to rationally carry out physical and sports activities using various means of physical culture, traditional and non-traditional methods of physical education, as well as the full use of free time, increasing educational orientation of physical education specifically in the conditions of leisure time

Factors of Success of Girls in The Faculties of The Public Universities of Togo

Girls have less access than boys to the educational system in Togo. At the primary level, they perform relatively less well than boys. In junior high school and high school, the few girls who remain in school have a success rate close to that of boys. At the university entrance, there is one (1) girl for every four (4) boys enrolled, however, they do better than the boys. What explains the performance of female students in Togo's public universities? This article aims at explaining the factors of success of girls in the said universities. Based on secondary data and a literature search, it was shown that girls enroll in large numbers in predominantly literary fields and do better than boys. In addition, the main factors favoring the success of girls are: social origin modulated by age and the field of study in which they enroll. Female students from disadvantaged social backgrounds are more resilient and their good academic performance is due to the support of their immediate social environment (parents, teachers, NGOs, etc.) and the global environment marked by the rise of feminism.

Aesthetics of decorative iron art as an experimental approach to creating contemporary metalwork

The current research aims to shed light on the aesthetics of decorative iron art styles in Europe and study its artistic features and most important techniques in an attempt to employ these features artistically to enrich the performance of art education students in the field of metalworking. The research follows a descriptive methodology in describing and analyzing the different models of decorative iron and their relationship to architecture, with the analysis of the most important aesthetic values ​​of each model and the techniques used in it, as well as using the experimental method in designing and implementing the student experience on the research sample. The applied aspect of the research was based on the design and application of research tools, the most important of which is a teaching unit that aims to benefit from the technical features of selected styles of decorative iron art in enriching the skillful performance of female students in the Department of Art Education - King Faisal University in the hanged metalwork.

The Difference a Female Teacher Makes: Analysis of Girls’ School Achievement in Nepal

Educational outcomes of female students are limited by persistent gender inequalities and the lack of non-patriarchal support structures in schools in Nepal. Role model theory suggests that female teachers provide a range of benefits for female students. We explored if the same-sex teacher as students has nexus with students’ performance in standardized exit examinations among 549 eighth-grade Nepali students to understand the contributions of female teachers on the academic performance of female students. The Mann-Whitney U-test compared eighth-grade male and female students’ test scores based on teachers’ sexual backgrounds. Overall, results showed that students taught by female teachers achieved significantly higher scores in science and the Nepali language than those taught by male teachers, indicating a clear advantage of female teachers. Findings imply that efforts to increase female teachers and invest in their professional development are essential to boost the academic success of girls and to achieve a more equitable education system in Nepal.

The Academic Performance of Female Students in Integrated Science in Junior High Schools: Evidence from Aowin Municipality, Western North Region of Ghana

The study investigated factors responsible for the low performance of female students in integrated science in some selected Junior High Schools (JHS) in the Aowin Municipal of Western North region of Ghana. The study employed descriptive research design to investigate the determinants of female students’ poor performance in the subject. The sample size for the study comprised 375 JHS female students selected from five educational circuits in the Aowin Municipal. A four-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree) was developed and administered to the participants. Data collected were analysed using descriptive statistics, specifically, mean and standard deviation. Findings revealed poor psychological state, teachers’ teaching practices/procedures and students’ socio-economic background as possible factors responsible for female students’ low academic performance in integrated science subject. It was recommended among others that the Municipal education office should organize workshops and seminars on the state-of-the-art procedure of teaching science subjects in the basic schools with particular emphasis on how to create a good learning atmosphere for the female students.

Comparison of Executive Function, Working Memory, and Academic Performance of Female Students from Nuclear and Single-Parent Families

Comparison of Executive Function, Working Memory, and Academic Performance of Female Students from Nuclear and Single-Parent Families

Factors That Influence an Academic Performance of Female Students in Kabridahar District, Somali Regional State, Ethiopia

The study was intended to assess the factors that affect academic performance of female students in Kabridahar district, particularly Dr. Mohammed Sirad Dolal preparatory school. To achieve the objective, descriptive research design was employed. The data was collected from a total of 275 female students and 10 teachers by using structured questionnaires’ and interviews as well as document analysis. The data was analyzed by using both descriptive and inferential statistics (multiple linear regressions). The result shows various factors, such as personal factors, socioeconomic factors and school factors found to be affecting the academic performance of female students. From the study, it was learned that lack of self-motivation, absence of regular school attendance, less amount of time invested on educational activities, less attendance on tutorial and supportive classes, inability to become well planned and organized and peer pressure of friends were the key personal factors affecting female students’ academic performance. Besides, lack of family encouragement in education, low level of education of parents, parental occupation, poor parental-child interaction, need for extensive usage of female students labor and non-conducive home environment were the family related factors that affect female student’s academic performance. The multiple linear regressions result showed that school distance, frequency of guidance and counselling service, availability of school facilities, rewards given in the school for best grade scorer female students, availabilities of gender sensitive facilities and level of awareness about gender issues were the school factors that influence academic performance of female students.