Gender Differences in Academic Achievement in Saudi Arabia:  A Wake-Up Call to Educational Leaders

Barry, Abdourahmane

doi:10.22230/ijepl.2019v15n15a890

Cited by 15 publications

(9 citation statements)

References 27 publications

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“…In SA, female students' overall high-school performance (as indexed by their grade point average, GPA) and standardized test scores (e.g., as measured by the General Aptitude Test, GAT) tend to exceed those of male students [19], but null differences have also been reported [20]. Computational competency, assessed before admission to higher education, also favors women [21,22]. Yet, although women are currently more numerous in higher education [23], they are still under-represented in STEM fields [24], such as engineering and computer science, and over-represented in non-STEM fields, such as business [25].…”

Section: Introductionmentioning

confidence: 99%

Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

2021

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The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous online (during the COVID-19 pandemic) and face-to-face (before the pandemic), under the ancillary assumption that computational competency, a pillar of sustainable education, shapes enduring success in a variety of professional fields. As the early identification of at-risk students and ensuing remedial interventions can bring about academic success, the study also investigated the predictive validity of students’ initial performance in online and face-to-face math courses. Two general education courses (introductory calculus and statistics), taught by the same instructor, were selected. Class grades did not differ between instructional modes, thereby providing no evidence for the widespread concern that the switch to the online mode had damaged learning. Yet, during the semester, test and homework performance were differentially sensitive to modes of instruction. Furthermore, both test and homework performance during the first half of the semester predicted class grades in online courses, whereas only test performance predicted class grades in face-to-face courses. These results suggest that sustainable math education in times of crisis is feasible and that educators’ consideration of the differential predictive value of test and homework performance may aid its attainment.

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Section: Introductionmentioning

confidence: 99%

Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

2021

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“…Female students' superior overall performance outcomes (as measured by GPA) have been reported in pre‐pandemic studies (Alghamdi & Al‐Hattami, 2014; El‐Moussa et al, 2021), and have been generally attributed to females' interest in solidifying their recently acquired status as equals to men (Barry, 2019). Yet, gender differences existed in the particular activities of the physics course selected for our study.…”

Section: Discussionmentioning

confidence: 91%

Lesson learned from the pandemic for learning physics

Al‐Zohbi

Pilotti

Barghout

et al. 2022

Computer Assisted Learning

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Background Valuable 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. Objectives The 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. Methods Students' 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 Conclusions In 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. Takeaways An 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.

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“…Furthermore, although levels of bullying in Saudi Arabia are below the international norm are still at high levels. The patterns and levels are particularly interesting to capture in light of gender differences in academic achievement, favoring females [ 33 ], and the fact that the teaching arrangement is segregated across gender. Gender differences are furthermore unique in Saudi Arabia, as gender separation is the norm across public domains as well [ 34 , 35 ].…”

Section: Introductionmentioning

confidence: 99%

Profiling Experiences of Bullying in the Elementary School: The Role of Gender

Sideridis

Alghamdi

2023

Children

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The purpose of the present study was to profile bullying behaviors in elementary schools in Saudi Arabia. A secondary purpose was to examine differences in bullying behaviors across gender. Participants were 3867 fourth graders who completed surveys during the TIMSS 2019 survey. An 11-item bullying experience scale was utilized with good internal consistency reliability. Data were analyzed using latent class analysis with Mplus 8.9 to identify profiles of bullying experiences. The results indicated the presence of five profiles with levels of low, medium, and high bullying experiences, as well as two profiles with no cyberbullying experiences and medium high and medium low physical and verbal instances of bullying. Gender effects were highly pronounced, with most maladaptive bullying profiles being predominantly male. It is concluded that physical bullying is mainly occupied by males and the levels of cyberbullying are generally low in the elementary school grades. Implications for educational policy can clearly direct the development of support groups and expert counseling for both bullies and victims, staff training for identification and course of action, and the development of standardized school policies when such incidences occur.

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Gender Differences in Academic Achievement in Saudi Arabia: A Wake-Up Call to Educational Leaders

Cited by 15 publications

References 27 publications

Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

Lesson learned from the pandemic for learning physics

Profiling Experiences of Bullying in the Elementary School: The Role of Gender

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