Exploring gender‐based difference towards academic enablers scales among secondary school students of Pakistan

Abstract

The study purposes were to explore the level of students' academic enablers and gender‐based difference towards academic enablers scales (AES) among 3200 students that were selected randomly from 80 high schools of Punjab province of Pakistan. The descriptive design of the positivism research paradigm was used to accomplish the study. Academic enablers scale for students (AES‐students) was adapted to collect data about four academic enabling behaviors (motivation, engagement, interpersonal skills, and study skills). Hence, the psychometric properties of adapted AES‐students exhibited that it is a valid and reliable instrument to measure academic enablers. Results indicated that the majority of students had a competent level in all academic enabling behaviors while they are more motivated as compared to their study skills, interpersonal skills, and engagement. However, engagement is the least contributive enabler. Moreover, results also demonstrated a significant difference in girls' and boys' student perceptions towards AES. It is also determined that gender had a small effect size on students' academic enablers as Cohen's d values among 0.1 to 0.4. Academic enabling behaviors may be enhanced among boy students through the use of different teaching strategies in the classroom, such as enthusiastic demonstration style, group activities, and classroom symposiums.

Students’ interpersonal skills and its association with their academic achievement in secondary school of Pakistan

“…Hence, Lim and Kim [36] explored that those who have a competent level in interpersonal skills are more academically engaged as compared to those who have less interpersonal skills. In addition, the findings of numerous studies support this study's findings that variable gender influences students' perception of interpersonal skills [16], [52]. Lim and Kim [36] strengthen the results of this study that there is a difference in female and male students' interpersonal skills.…”

“…The study association between students' interpersonal skills and achievement is based on Walberg's [31] educational productivity theory. This theory directed that student's additional variables (cognitive, behavioral, and attitudinal) influence their achievement [16]. Walberg's theory [31] also recognized nine students' variables (previous achievement, motivation, developmental level, the quantity of instruction, quality of instruction, home environment, classroom climate, interpersonal skills/peer group relationship, and experience to mass media) influence on their educational achievement.…”

“…The study variable interpersonal skills (independent variable) consist of how well students get along with others that measured through rating scale, while curriculum-based achievement scores are considered as academic achievement (dependent variable). Abid, Ali, and Akhter also concluded that "proximal" variables (psychological, instructional, and environmental condition) have a more influence on achievement than "distal" variables (demographics, state/district) [16].…”

“…During the previous two decades, psychologists and researchers have explored many students' variables (cognitive as well as non-cognitive) that influence their achievement [3]- [5]. Hence, many believed that student non-cognitive variables such as interpersonal skills [6], [7], academic engagement [8], [9], motivation [10]- [12], and study skills [13]- [15] are considered as the predictors of academic achievement at any level [2], [16]. Therefore, investigators are concerned to recognize the associations between students' non-cognitive variables and their academic performance to improve students' achievement as well as to reduce dropout rates [17]- [19].…”

Examining Relationship Between Secondary School Students’ Academic Engagement and Their Academic Achievement: A Case of Punjab

“…However, Landis and Reschly (2013) found that academic disengagement creates problem for learners such as separation, boredom, dropout from studies, and unsuccessful in life that confirmed by (McFarland et al, 2018). Researchers found numerous factors (i.e., the school's size, ethos, rules & regulations, and availability of extra -curricular activities) at the school level influence the students' academic engagement (Abid et al, 2021;Lawson & Lawson, 2013). Research on engagement has been place in a variety of settings, including schools, pro-social institutions, and classrooms while investigators found that engagement influences students' cognitive characteristics and academic success (Li & Lerner, 2013;Skinner & Pitzer, 2012).…”