Impact of Gender on Academic Performance - Essay Example

Running Head: IMPACT OF GENDER ON ACADEMIC PERFORMANCE Impact of Gender on Academic Performance of the of the Impact of Gender on Academic Performance Introduction The purpose of this study is to discuss and analyse the impact of gender on the academic performance and success of student. Gender research is an interesting historical topic. It evolved from emphasizing womens inferiority to men to rejecting psychological gender differences, abolishing sexual discrimination, and acknowledging gender difference. It proceeded from explaining gender difference as being determined by biology, to its being determined by culture, and the interaction between biological and cultural factors. After this tortuous road, people have finally arrived at a common understanding: While gender discrimination must be eliminated, gender differences must be acknowledged. The latter difference has nothing to do with superiority or inferiority; it is the basis of the scientific division of work between the sexes in society, so that male and female potentials can be realized. Research Question In this study we are going to discuss and analyse the following research question: What is the impact of gender on the academic performance of student? Literature Review Studies of gender differences in general academic performance are less conclusive. The results vary from no gender differences found (Chapman & Boersma, 2003, 69; Johnsen & Medley, 1998, 265; Marsh, Smith, & Barnes, 1996, 130) to male students scoring higher than female students (Chiam, 1997, 70) and female students scoring higher than male student. Differences in the results, apparently corresponding to the time the studies were conducted, seem to call for a meta-analysis. In a research review, Marsh (in press-b) concluded that there appear to be counterbalancing gender differences in more specific areas of self-concept that are generally consistent with sex stereotypes. For instance, Meece, Parsons, Kaczala, Goff, and Futterman (2002, 325) reviewed studies of gender differences in mathematics achievement and mathematics self-concept. They reported few and small differences between boys and girls in both achievement and self-concept in elementary school, but that girls tended to have lower levels of both achievement and self-concept in mathematics in high school. Several recent studies reviewed by Marsh (in press-b) give support to this conclusion. Several studies reviewed by Marsh (in press-b) also indicate higher verbal and reading self-concepts for girls than for boys. Prior to the 1970s, interest in the gender difference in academic performance revolved around the possibility that girls were outperforming boys in reading during the elementary school years (see Brophy, 1995, Press). Girls receive higher grades in reading and related subjects, such as spelling and writing, throughout elementary school and into the adolescent years (see Dwyer & Johnson, 1997, 127; for reviews). This trend is further confirmed by girls lead over boys on achievement tests in reading, although the evidence is not entirely consistent (see Hyde & Linn, 1998, 55). By the 1970s, attention shifted to the possibility that boys were outperforming girls in math and science, particularly during adolescence. However, boys have rarely been found to outperform girls in terms of grades in math and science, even during adolescence; in fact, girls often outperform boys (see Dwyer & Johnson, 1997, 130; Kimball, 1999, 200, for reviews). Moreover, boys have recently lost their previous edge over girls in terms of achievement test scores in math, although not in science (e.g., see Hyde, Fennema, & Lamon, 2000, 143, for reviews). In all, there appears to be a tendency for girls to outperform boys in terms of grades across school subjects during the elementary school years and into adolescence; this edge is also evident for achievement tests in stereotypically feminine subjects. For one, the tendency for girls to be more concerned than boys were with pleasing adults, such as parents and teachers, may underlie both gender differences (Higgins, 2001, Press; Hoffman, 2002, 131; Pomerantz & Ruble, 1998b, 459; Pomerantz et al., 2001, 152). Girls concern may heighten their effort to do well in school, thereby enhancing their performance. Boys performance may suffer in comparison because they are not as concerned as girls are with pleasing adults. At the same time, however, girls concern with pleasing adults may leave them vulnerable to experiencing internal distress, as they see failure as indicating that they have disappointed adults (see Higgins, 2001, Press; Pomerantz et al., 2001, 154). Boys, in contrast, may be more resilient in the face of failure because they do not feel they are a disappointment. Hypotheses In this research study we are going to analyse following research hypothesis: Null Hypothesis: There is no significant difference in the academic performance of girls and boys. Alternative Hypothesis: There is a significant difference in the academic performance of girls and boys. Methodology Research Design In this research the aim of the study is to analyse the difference in the academic performance of male and female students. Underlying the purpose and research question of the study conducted, the research design that was selected for the study is an exploratory correlational research design. The implementation of a correlational research design has permitted the researcher to explore and discover relationships amongst a large number of variables within a study. In correlational research, according Zechmeister et. al., the main purpose is to establish whether two variables are related, and if so, establish the direction of the observed relationship. According to Zechmeister et al., (1997, 19), correlational research may be considered to be non-experimental in that there is no manipulation of the independent variable and no attempt to established causality. Instead variables are simply measured to determine if a correlational relationship exist between them. As explained by Zechmeister et al., survey research represents a general approach to be used when the correlational research design is implemented. Participants The population of interest for this study will consist of randomly selected 7th grade students of 4 middle schools in U.K. It is projected that the sample will consisted of 100 male and female students. For the purpose of study a form of non-probability sampling will be used. As explained by Trochim (2001), in purposive sampling, the researcher samples with a purpose in mind from one or more specific and predefined groups, believed to be representative of the larger population of interest. Trochim (2001) noted that one of the benefits of purposive sampling is that it can be very useful for situations in which the researcher wants to reach a targeted group that otherwise might not be readily available. Data Collection The survey method is used as the means by which data is collected within the study. Prior to initiating the data collection phase of the study, permission to conduct the survey, will be obtained from the appropriate officials. Data collection will commence once approval granted. Instrument In order to analyse the impact of gender on academic success the test paper will be used as an instrument. The test paper and the cover letter explaining the purpose of the survey and anonymity associated with participation in the survey will be distributed to participants and will be collected from them upon completion of the test. The study will be conducted in a class setting for approximately 15 minutes. The participants will receive a one credit incentive for their participations in the study. Independent Variable In this study, the independent variables include gender of the student. Dependent Variable The dependent variable is the academic performance of the student that will help to analyse the difference in then academic performance of male and female student. Procedure The study will run for 4 days in 4 different schools’ students of 7th grade. The participants will be given a test paper. The structured, two page test paper will be divided into two sections. Section 1 will consist of mathematics questions from the course of 7th grade and section 2 will be based on IQ questions. Data Analysis In order to process and organize the data, a database will be created by using a computer data base software program, (i.e., SPSS). The test paper selected will have scale response format, which allow for a number to be assigned for which response given for each item. For each respondent, the numerical response provided for each item as well as descriptive data will be obtained during survey, then it will be entered into the database during the data-coding phase of the study. Within the study following the recommendations of Trochim (2001) statistical analysis are conducted through a progression or series of analysis using the SPSS programme. During the initial phase descriptive statistics will be used to describe and summarize the data obtain within the study. To test the overall experimental study, a multivariate analysis will be performed in order to analyse the impact of gender on the academic performance. Limitations There might be few limitations when we will find the result of this study, firstly as we are going to analyse the academic performance of particular class so there may be change in outcomes if we will analyse different level of students along with it the students will be selected from particular area so there may be difference in the result if we analyse the students of any other area, city or country. Ethical Considerations While conducting research there will be some ethical considerations. Before conducting the research the permission will be taken from the school management. Researcher’s personal biases and opinions should not get in the way of the research. Research should be conducted under the assumption that researchers will keep research findings anonymous in any case. During research process, it should be made sure that researchers will not take advantage of students who are easily accessible; students should be chosen according to their eligibility and availability. Participants can be with draw any time if they want to quit. The results of the experiment will be kept confidential and researchers will use results with students’ permission for research purposes. Students should feel free to ask any question about the research and they will be provided with the outcome of the research. References Babbie, E. R. (2001). Survey Research Methods. Belmont, Wadsworth Pub. Co., 11-16 Brophy, J. (1995). Interactions of male and female students with male and female teachers. In L. C.Wilkinson & C. B.Marrett (Eds.), Gender influences in classroom interaction (pp. 115–143). Academic Press. Chapman, J. W., & Boersma, F. J. (2003). A cross-national study of academic self-concept using the Students Perception of Ability Scale. New Zealand Journal of Educational Studies, 18, 69–75. Chiam, H. (1997). Change in self-concept during adolescence. Adolescence, 22, 69–76. Dwyer, C., & Johnson, L. (1997). Grades, accomplishments, and correlates. In W.Willingham & N.Cole (Eds.), Gender and fair assessment (pp. 127–156). Mahwah, NJ: Erlbaum. Higgins, E. T. (2001). Development of self-regulatory and self-evaluative processes: Costs, benefits, and trade-offs. In M. R.Gunnar & L. A.Sroufe (Eds.), Press. Hoffman, L. W. (2002). Early childhood experiences and womens achievement motives. Journal of Social Issues, 28, 129–155. Hyde, J. S., & Linn, M. C. (1998). Gender differences in verbal ability: A meta-analysis. Psychological Bulletin, 104, 53–69. Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139–155. Johnsen, K. P., & Medley, M. L. (1998). Academic self concept among Black high school seniors: An examination of perceived agreement with selected others. Phylon, 39, 264–274. Kimball, M. M. (1999). A new perspective on womens math achievement. Psychological Bulletin, 105, 198–214. Marsh, H. W. (1996). Verbal and math self-concepts: An internal/external frame of reference model. Educational Research Journal, 23, 129–149. Marsh, H. W. (in press-b). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology Meece, J. L., Parsons, J. E., Kaczala, C. M., Goff, S. B., & Futterman, R. (1982). Sex differences in math achievement: Toward a model of academic choice. Psychological Bulletin, 91, 324–348. Pomerantz, E. M., & Ruble, D. N. (1998b). The role of maternal control in the development of sex differences in child self-evaluative factors. Child Development, 69, 458–478. Pomerantz, E. M., & Saxon, J. L. (2001). Conceptions of ability as stable and self-evaluative processes: A longitudinal examination. Child Development, 72, 152–173. Trochim, W. (2001), The research methods knowledge base, 1st edition. OH: Atomic Dog Publishing, 23-25. Zechmeister, E. B. (1997). A practical introduction to research methods in psychology. (3rd Ed.) NY: Mc Graw Hill, 18-20. Read More