The Relationship between Gender and Academic Success Online

Kupczynski, Lori; Brown, Michelle; Holland, Glenda; Uriegas, Brian

doi:10.9743/jeo.2014.1.1

Cited by 15 publications

(17 citation statements)

References 8 publications

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“…The comparison of students' CT, CS, CI, TA, PL, and OA with respect to gender showed that the female students had a greater sense of performance in all areas than their male counterparts at a 0.05 level of significance, indicating that female students outperformed male students. This finding was consistent with other studies [88][89][90][91]. This success seems to result from female students having a greater propensity to seek communication, collaboration, and assistance from colleagues [92] compared to male students.…”

Section: Discussionsupporting

confidence: 92%

High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

et al. 2021

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All private and public schools in the UAE had to run online classes as they closed their face-to-face classes due to the COVID-19 pandemic in the spring of 2021. In this context, the purpose of this study was to investigate the indicators of high school students’ performance in online chemistry classes in a private school in Al Ain, UAE. A quantitative study with an online survey questionnaire was carried out with 101 participants. The data were analyzed using One-Sample Wilcoxon Signed Ranked Test, Independent Sample Mann Whitney U, Independent Sample Kruskal Wallis H, and Spearman’s Rank Correlation in the Statistical Package for Social Sciences (IBM SPSS 26). The findings revealed that there was a statistically significant positive impact on critical thinking, collaborative skills, creativity and innovation, technology application, class participation, and overall achievement during online and distance learning of chemistry. There was a statistically significant difference in students’ critical thinking, collaborative skills, creativity and innovation, class participation, and achievement by gender and nationality. These skills were not statistically significantly different across students of grades 10, 11, and 12, except for creativity and innovation, which were significantly different between students of grades 11 and 12. All the six indicators of students’ performance had a significant correlation between each other, with the highest correlation between collaborative skills and participation level. These findings indicated that students’ performance in online chemistry classes during the COVID-19 pandemic provided opportunities to develop creativity and collaborative skills, together with better learning achievement as perceived by the students.

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Section: Discussionsupporting

confidence: 92%

High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

et al. 2021

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“…The result further revealed a significant difference between male and female students in favour of the males in their academic achievement in online test and measurement course under synchronous learning. The result of this study is in line with the findings of Malik, et al (2017), Kupczynski, et al (2014) who reported higher academic gains in online learning in favour of the males whereas, it disagrees with the finding of Lin and Overbaugh (2009), Amro, et al (2015), and Burtis (2017) who in their various studies reported that gender of students` does not influence their achievement in online course. It is obvious from the result of this study that this contradiction may be due to reasons such as the category of learners studied, the subject matter, environmental conditions and teachers` factors.…”

Section: Discussionsupporting

confidence: 66%

Students` Achievement in Online Test and Measurement Course in Synchronous and Asynchronous E-Learning Platform

Oguguo

Ocheni

Adebayo

2021

EJOE

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Studies reviewed on student’s achievement in synchronous and asynchronous learning shows mixed results. This study determines whether there exists a significant difference in the achievement of students in online test and measurement course in synchronous and asynchronous e-learning platform. The participants consist of 348 under graduate students of National Open University of Nigeria in online test and measurement course. The researchers employed ex-post facto research design for the study and the instrument used for data collection was the Students Test and Measurement Course Proforma (STMCP). The result revealed that synchronous e-learning improved students` academic achievement more than asynchronous e-learning. It was also found that gender of students significantly influenced their academic achievement in both synchronous and asynchronous learning in favour of the male students. The findings of this study will assist education planners and policy makers in planning decision making process which must come from the students as well as the society in general. Thus, education planners need to review the policies and distance learning curriculum in order to emphasize the importance of distance learning as well as facilitate decisions that will make available relevant and quality distance learning materials which will invariably improve students. Article visualizations:<img src="/-counters-/edu_01/0856/a.php" alt="Hit counter" />

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“…Although the research found a difference in GPA scores according to the age and gender of the adolescents, the effect sizes for these differences were small (Jabor, Machtmes, Kungu, Buntat, & Nordin, ). Kupczynski, Brown, Holland, and Uriegas () found no significant difference in academic achievement according to the gender of the student. Furthermore, Jennifer () found that the age and gender of the student did not have an impact on the academic achievement.…”

Section: Discussionmentioning

confidence: 97%

Emotional and behavioral problems among Jordanian adolescents: Prevalence and associations with academic achievement

Atoum

Al‐Hussami

Rayan

2018

Child Adoles Psych Nursing

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Background: Mental health concerns are important for adolescent's general wellbeing and they can be associated with their ability to function effectively in various aspects of their daily life.Aim: The purpose of this study was to identify emotional and behavioral disorders (EBD) among Jordanian adolescents and their association with academic outcomes.Methods: A descriptive correlational design was used. A total of 810 adolescents participated in the study and completed the demographic survey and the Strengths and Difficulties Questionnaire (SDQ). The grade point average (GPA) was used as an indicator of the academic achievement. The GPA was correlated with the SDQ scores to identify the relationship between the EBD and academic achievement.Results: About 11.7% of the participants had psychological and behavioral problems.The most commonly reported problems were emotional symptoms (14.2%), conduct problems (12.5%), and hyperactivity (7.5%). There was a significant difference in psychological and behavioral problems according to the participants' gender. There was a significant negative relationship between the SDQ scores and the GPA.Conclusion: There is a need to identify adolescents at risk of emotional and behavioral difficulties and refer them to appropriate care and support, which in turn would improve their academic achievement. K E Y W O R D Sacademic achievement, adolescents, emotional and behavioral problems, Jordan

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The Relationship between Gender and Academic Success Online

Cited by 15 publications

References 8 publications

High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

Students` Achievement in Online Test and Measurement Course in Synchronous and Asynchronous E-Learning Platform

Emotional and behavioral problems among Jordanian adolescents: Prevalence and associations with academic achievement

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