...Second, they want all boys feel they were treated equally, no matter they were more naughty or less. One thing we are sure is, we can not leave naughty boys like this and treat them really nice in order to make them happy but remain the problem; however, we can treat those less naughty boys harsher than they should receive in order to make them even better. To make the balance, to make students feel equal, teachers treat all boys the same, using the standard of the worse student. One big point is, teachers develop two separate system for boys and girls, as the first reason said, “boys” are going to bear more when they grow older, that’s the reason why they bear more now. Teachers labeling “boys should bear more and be more brave” to boys. Girls always get more rewards than boys, when they finish same almont of mission. When girls doing their homework, some of them do made mistakes. Compared with boys, if girls make mistakes on...
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...Related Studies Foreign On Study Habits The first Study Habits Inventory (SRI) was prepared in 1933 by Wrenn, with a view to survey this feature among students. In 1935 research workers interested in the improvement of study habits, they paid attention to the discovery of effective study techniques and tried to improve study skills and habits of work through ‘how to study’ courses and other systematic procedures. Cuff (1937) carefully derived study-habits inventory and found that it aids in finding the pupils in need of special guidance and helps to identify remedial work for the good and bad study habits of individual cases. Brown and Holtzman (1955) constructed a questionnaire to survey students ‘study habits', as well as their attitudes and motivation towards academic work. Items were compiled from group interviews with good and poor students, existing inventories on study habits, studies using observational and interview techniques and reports on related experiments in the field of learning. Scoring keys based on validity studies in ten colleges were developed. Study habits basically consist of effective methods of study (Sorenson, 1954). Study is the total of all the habits, determined purposes and enforced practices that the individual uses in order to learn. Study is hard work, no easy substitute is available (Armstrong, 1956), Brown and Holtzman (1956) and Srivastava (1967) point out that for good academic success, good study habits and attitudes are important....
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...Differences in educational achievement refer to the significant differences in educational success and failure. This difference can be found between the two genders where it is a fact that girls outperform boys in the education system; some may argue that this is a result of factors outside of school. The validity of this or whether the differences are caused by factors outside school will be discussed. One reason as to why it can be argued that gender differences in educational achievement are caused by factors outside school is because of changes in society’s views on females. In past generations, girls would not attend school and instead stay at home and learn from their mother how to cook and look after children, they were nurtured to become housewives for their future husbands. This meant that women had low aspirations, however this has changed. Sue Sharpe argues that this is a result of a gender quake that society is experiencing. Previously, girls had aspired to get married at a young age and become mothers to children early on in their lives. However, girl’s priorities have changed to getting an education so that they can have a career (Francis and Skelton) and therefore being able to support themselves above all other priorities rather than relying on a husband. This therefore means society accepts that it is normal for girls to get an education and provide for themselves; therefore society’s views on women can be argued to be an important outside school factor to influence...
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...Your source for the latest research news Girls, boys with autism differ in behavior, brain structure Date: Source: Summary: September 3, 2015 Stanford University Medical Center A study of about 800 children with autism found gender differences in a core feature of the disorder, as well as in the youngsters' brain structures. Girls with autism display less repetitive and restricted behavior than boys do, according to the study. FULL STORY Girls with autism display less repetitive and restricted behavior than boys do, according to a study by researchers at the Stanford University School of Medicine. The study also found that brain differences between boys and girls with autism help explain this discrepancy. The study, which will be published online Sept. 3 in Molecular Autism, gives the best evidence to date that boys and girls exhibit the developmental disorder differently. "We wanted to know which specific clinical manifestations of autism show significant gender differences, and whether patterns in the brain's gray matter could explain behavioral differences," said the study's senior author, Vinod Menon, PhD, professor of psychiatry and behavioral sciences. Knowledge of the difference could help clinicians better recognize and treat autism in both sexes, he added. "Understanding this is really quite crucial clinically." "We found strong evidence for gender differences in autism," said postdoctoral scholar Kaustubh Supekar, PhD, the study's lead author...
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...International Journal for Research in Education (IJRE) Vol.1, Issue: December: 2012 ISSN: Research Paper-Education EFFECT OF YOGA EXERCISES ON ACHIEVEMENT, MEMORY AND REASONING ABILITY Nilesh Gajjar Assistant Prof. SVS Edu. College, P. G. Dept., Nagalpur, Mehsana. ABSTRECT Now, we are living in the world of 21st century which is known as the world of ‘Mental Stress’ in these circumstances, knowledge amplifies day by day. There is a Knowledge explosion in the world, hence each and every person tries to get this Knowledge by new & most recent Medias & they also use it. In this direction there is a qualitative growing up in the person for in receipt of Knowledge & its use by appreciative. In the same way, we notice the qualitative addition in the Educational organization, teachers, & the students, which are going to get Knowledge. In these circumstances, teachers & students feel a perplexity. So there is a question against us that, this growth in the education organization, teachers & in the students will have no proper direction for the Academic achievement of students. If we get an affirmative answer of this question, we must do the fundamental change in the teaching learning process of Education. In the present day, each person including the students and the teachers face anxiety, frustration, etc. Due to these factors, the students cannot keep much interest in their study, academic activity & their performance in the entire exam. Consequently, in this way it is very...
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... PRINCE PARMAR | B-18 BUDH NAGAR INDERPURI NEW DELHI - 110012 | MOB.NO. – 9868955054 EMAIL-ID –princeparmar815@gmail.com | Impact of Gender on Academic Achievement in Science and Social Science at Secondary Level *PRINCE PARMAR Abstract Academic achievement depends upon several factors.the present study focuses on gender differences in academic achievement.The aim of the study is to compare the achievement of boys and girls in science and social science at the secondary level.The sample comprises 400 students (200 boys and 200 girls) from the affiliated of C.B.S.E., Delhi. The data was collected using two self developed achievement test. The collected data was analysed with help of statistical technique like Mean, SD,”t” value. The findings show that there is significant difference in achievement of boys and girls at the secondary level. Introduction The future of the country rests on the shoulder of its children.These children would one day pave the path of progress and lift the country to the heights of development.Education is going to play a key role to turn these children into strong pillars. Education aims at making us civilised human beings,proper educational process is a passport to a good,comfortable and secure life (Arbot and Arunjo ,1996).There are several factors which directly or indirectly...
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...Gender Differences in style and content of S.M.S messaging by Iranian youth Mahnaz Zhale Islamic Azad University of Isfahan Author Note Mahnaz Zhaleh, Department of English, Isfahan branch, Isfahan-Iran Correspondence concerning this article should be addressed to Mahnaz Zhaleh, Department of Foreign Languages, Islamic Azad University of Isfahan. E-mail: ghalamgostar@gmail.com Abstract This is a quantitative study aim to examine gender differences in text messages sending by cell phones. 20 young girls and 20 young boys aging 20 to 28 participated this study and 150 text messages sent by girls to their female friends and relatives and 150 text messages sent by young boys to their male friends and relatives were randomly selected. All data were then categorized based on their senders' genders, contents, topics and styles. Finally, data were examined and compared based on study above said variables. The results indicated that females use more emotional and formal addressing terms when starting their communication in text messages by cell phones. They also use more emotional expresses. Moreover, girls send more acknowledgement messages. Men mostly send jokes and use informal terms or no term to address their communication partners. They also send shorter messages rather than females. Girls send more daily messages while boys prefer to use voice calls in the case of long time communications. The results of this study can shed lights for psychologists, sociologists...
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...well than boys at higher levels in the education system, then during the 1990', the girls over took boys at all levels in the education system. The percentage of females in the UK achieving two or more A-levels or equivalent has increased from 20% in 1990 to 42% in 2006. Over the same time period, the percentage of males achieving the same level increased from 18% to 33%. On the other hand, there still continues to be a large difference in the choice of subjects by males and females. Even with the national curriculum being restrictive in the lower levels, meaning both male and females do the same subjects, when they get to a-levels and degree level, both male and females still tend to choose different subjects. At A-level males are more likely to study subjects such as; business studies, politics, economics and technical subjects, whereas females are more likely to study subjects such as; English and Modern Languages, and a large percentage also tend to choose Sociology and Psychology. Sociologists argue that these patterns of achievement and subject choice are the result of factors both within the education system and wider society. These changes within the education system are seen as the result of gender differences in education, although, external factors such as the impact of feminism, changes in the job market may have also influenced the increase in girls grades within education. Firstly, it may be argued that the way pupils are assessed has favored girls and disadvantaged...
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...magazines, encyclopedias, dissertations, abstracts, international year books, theses and most important in the present era the internet access. The detailed account of review of related literature pertaining to variables under study, namely academic achievement, parental encouragement, achievement motivation and intelligence is presented here under. STUDIES RELATED TO ACADEMIC ACHIEVEMENT Joshi (2000) conducted a study on neuroticism, extraversion and academic achievement as related to gender and culture. The sample selected for the study was 400 students of eighth class belonging to urban and rural area of Punjab. School records and Eysenck‟s personality inventory was used for data collection. Results revealed a significant difference between boys and girls of rural areas on academic achievement. Kohl et al. (2000) conducted a study on family factors which potentially put parental involvement at risk. The participants in the study were parents, teachers and 350 children of America. Family and social data were collected through interviews conducted with parents. Parental involvement was rated by teachers and parents separately using a purpose designed...
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...Outline & Assess the view that gender differences in education achievement are caused by factors outside school (50m) Gender and educational attainment focuses mainly on how males and females perform differently in different subjects and their tendency to study different subjects. In recent years, females are attaining more than males while males are underachieving. This may be caused by factors outside school. Outside factors has caused girls to outperforming boys is due to girls attitudes towards education as the female expectations have changed. Many women are now looking beyond the housewife role. This is supported by Sue Sharpe discovered that girls priorities had changed from marriage to having a good job. This is because there has been a genderquake, Wilkinson argues that females have improved their educational performance due to fundamental changes in attitudes towards female role in society. Therefore there is a more positive attitude towards education for women and they use this as a means of improving chances at work. This shows how outside school factors influence differences in achievement as Francis and Skelton’s studies can show that many girls are acquiring for jobs that require degree level qualifications therefore girls strive to work harder at home to ensure they do well in order to achieve a well-paid job. However, Jackson argues that its not only boys who are failing, girls are too as there are many ladettes who disrupt lessons to make themselves feel...
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...them. Boys and girls’ toys enforces multiple ideologies on how boys and girls should act and be. When going to any type of toy store, people can clearly see difference between the toys for girls and the toys for boys. Even the simplest of toys are separated by gender just because of the color scheme that it holds. Legos are simple toy blocks, but they have two separate sets, one for girls and one for boys. The appearance of the toy, the activities of each set, and the packaging of the toy reinforces stereotypes and the connotative meaning of boys and girls. One difference between the girl and boy Legos are their packaging. The packaging of the girl and boy Lego sets are almost completely different. The boy packaging has dark colors, such as blues, blacks, greens, yellows and reds. Some of the boy packaging also has just boys playing with the Legos on the front of it. When it comes to the boys’ Legos none of the colors are bright and colorful, but the girls’ Legos...
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...craze that has spread amongst young girls, and how this trend could affect their personality later on. Orenstein states that there has been an enormous spike in the commercialization of princesses by Disney and other companies, which has led to most toys that are sold to girls being princess themed. The issue with this is that the idea of being a princess causes girls to try and be "perfect" when they grow up, and Orenstein says that many girls feel immense pressure to succeed in everything they do as well as be beautiful like the princesses they grew up with. However, Orenstein is overreacting by trying to prevent her daughter from purchasing princess merchandise, because in doing so, she is also trying to confine her daughter to a certain role. Instead of doing this, Orenstein should just try to introduce her daughter to other toys, like toys for boys, because that way it is giving her daughter the freedom to choose what she wants to play with. I understand Orenstein's point about the negative influence that princesses have on young girls, but I feel like the more pressing matter is that recently children have been confined to these gender roles from an early age. In most toy stores, there are split sections between toys for girls and toys for boys, and in her article Orenstein states that the difference between the toys in these sections is incredibly visible. I agree with Orenstein that this disparity between the toys that boys and girls play with could impact them, because...
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...Since the early 1990’s, girls have begun to outperform boys at most levels of the educationsystem. According to Pirie in Item A, the modular courses and continuous assessment found ineducation today has been seen to favour the systematic approach of girls, compared to the oldO level exam which typically favoured boys. These changes within the education system are seenas the main result of gender differences in education, nevertheless, external factors such asthe impact of feminism and changes in the job market may also have influenced the increase ingirl’s attainment.Firstly, it may be argued that the way pupils are assessed has favoured girls and disadvantagedboys. Gorard found that the gender gap in achievement was stable from 1975 up until 1988 whenit increased rapidly. This was when GCSE and with it coursework was introduced. Mitsos andBrowne support the view that GCSE’s favoured girls as they were more successful in courseworkdue to the fact that girls are seen to be more careful with their work, more likely to spendlonger on their work and meet deadlines. However, Ellwood argues that although coursework hashad some influence, exams themselves have a greater influence in the final grade. Thereforethis does not create a significant gap between gender differences.Secondly, the way in which teachers interact with pupils differs. Sociologist Jane and PeterFrench argue that classroom interaction between teachers and boys was not that different tothat of girls in terms of academic...
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...determination of objectives, formulation of hypotheses, selection of methodology and to get an understanding of relationships between different related variables. Following is the (chronological wise) related literature discussed. 2.1. Literature Related to Academic Achievement Kolwadkar (1980) conducted a study of gifted children in relation to their personality traits, level of adjustment and academic achievement and found that socioeconomic status, father’s occupation, education of parents, size of family, ordinal position, health status were significantly related to academic achievement; adjustment was positively correlated with academic achievement in case of boys. Gupta (1987) studied relationship between locus of control, anxiety, personality traits, level of aspiration and academic achievement of secondary school students with the objective to assess the magnitude and direction of relationship of locus of control, anxiety, personality traits, level of aspiration with academic achievement by taking a sample of 670 students of average intelligence drawn from a population of 3780 students of class XI of Hindi medium school of Allahabad city and found that locus of control, anxiety, level of aspiration was correlated negatively with academic achievement; socio economic status had significant positive correlation with academic achievement; boys were high achievers, more internally...
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...excluded juvenile boys and men from their studies. In this research Jones, et al. (2014) included boys in their research as a control group to quantitatively explain the thematic differences in pathways to crime between boys and girls. Neutral gender research aligns the pathway to crime for girls and boys; however, the research lacks the uniqueness of the pathway for girls. Annotated Bibliography Jones, N., Brown, S., Wanamaker, K., & Greiner, L. (2014). A Quantitative Exploration of...
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