The Reason for the Difference in Exam Performance between Girls and Boys - Coursework Example

1 Why are girls outperforming boys in examinations Introduction There is an incomprehensible figure which is being presented in describing the gap between boys and girls in terms of improving their GCSE performance. The gap which is showing marginal signs of narrowing, points to the startling figure which reflects boys lagging seven years behind girls. According to the office for national statistics, “statistical information relating to the education of girls shows that the performance and success rates are equal to or above that of boys in Science, Mathematics, and Information Technol;ogy (IT) subjects in compulsory education. A significant gender difference is particularly noted in English where, over the period 1993 to 2001, it is evident that girls are achieving higher success rates than boys. Overall, girls outperform boys in compulsory education. In 2000/01 57% of girls gained five or more A* -C grades at GCSE or grades 1 – 3 at SCE standard grade. Compared to 46% of boys”(Office for national statistics 2002). There have been recognitions of this phenomenon by educators, and even with the remedial measures which have been implemented, boys today (March 2008) have only been able to catch up with the pass level achieved by girls in 1999. Obviously, the question is, why do boys under-perform on the GCSE? Dr. Edna Crabbere offers the following comment on tracing the cause. “During early childhood nurturing boys have always been neglected. This stereotyping 2 has been diminishing little by little over the last 25 years but boys, male teenagers and men are still finding it difficult to adju8st to society as an emotionally independent individual. The lack of this emotional development is certainly affecting the cognitive development of all boys. Freud, Paiget, and Spock have endorsed this concept in their writings. Boys are only doing their best with the little they continue to receive as infants and pre schoolers”(Carbbere 2006). In a recent conversation which this researcher held with a private tutor, he conveyed the perceptions of one of his male students, who attempted to explain the reason for the persistent gap. The student stated; “girls do better academically than boys because girls have more time; “boys have sports and computer games” If it were as simple as this young student perceives, then we could conceivably correct the problem the immediate. Either by reordering focus or implementing better time management programs or regimes. However, the point here being, that even though one is eminently immersed, no one is actually sure of why. Which is the reason additional research is needed. There are discussions which state that the structure of the GCSR is the reason why girls out perform boys. Of course this hints at an inherent bias, which favors girls. This assessment is not to far retched as Pat Langham, head mistress of Wakefield Girls’ High School and president of the Girls’ Schools association, agreed that the current system with coursework and continuous assessment benefits girls. Aim It is often a topic of considerable thought and debate about which gender has the cerebal 3 edge. Both the discussions and the debate continue, yet there does not appear to be a definitive answer on which gender has the upper hand. This research seeks to answer the question of why do girls score higher on examinations than boys? In the endeavor to answer why (if the phenomon does exist), is it occurring and if it does exist, in which areas and among which group is it most prevalent. Is it merely an examination bias, which determines outcome, or is it that girls are actually smarter than boys? Methodology This study seeks to explore the sociological aspects of pedagogy as it affects and impacts both genders of school age children. The researcher will use a variety of sources in attempting to achieve the aim of this study. The focal point of the research will emanate from the use of secondary sources. These sources will consist of published articles prepared by administrators, journalists, and educators. Information and data will be extrapolated from studies which have been conducted in verifying the existence of the phenomenon, and from those statistical based studies which have been conducted to elucidate the scope and magnitude of the dilemma. Additionally, at lest two one on one interviews with educators, which will enable the researcher to receive a first hand assessment of the question. 4 Presentation of data Pupils achieving 5 or more A*-C at GCSE/GNVQ: by sex and ethnic group, 2004, England The graph above reflects the diversity composition of modern day England.; Listed in these diverse groups are the pupils which make up the school age population in England. Within each ethnic group a higher proportion of girls than boys achieved five or more GCSE grades A* - C. The Sackville Sociology Report Group conducted a project on underachievement at GCSE, it was an attempt to investigate student perception of achievement and to discover their understanding of why some students underachieve. “Questionnaires were given to 125 students who had previously taken their GCSE’s at Sackville. The sample consisted of 59 boys and 66 girls, this N represented 43.7% of the total year group”(Nelson). The table below reviews a section of the study. 5 Table: 1 "I underachieved at GCSE because....."   statement on questionnaire answered by 125 students % of students who considered it significant (7-10) average score on a 10 point scale   Girls Boys Total Girls Boys Total I did not do enough revision 37 45 41 5.20 5.81 5.48 did not like the teaching methods used 33 33 33 5.31 4.80 5.07 some pupils in the classes were badly behaved 31 29 30 5.09 4.58 4.85 I did not do enough homework during the course 17 31 23 3.90 4.78 4.31 I did not get on with my teachers 20 29 25 3.86 4.67 4.23 there were too many pupils in the class 30 7 19 4.81 3.60 4.25 I was placed in the wrong set 14 16 15 3.51 4.30 3.88 of a shortage of textbooks 13 13 13 3.95 3.41 3.70 I was influenced by the behaviour of my friends 16 17 16 3.48 3.96 3.70 of problems with my parents 9 9 9 2.70 2.50 2.61 I was influenced by comments made by other pupils 9 7 8 2.43 2.69 2.53 Based on interviews with 125 students (59 boys and 66 girls) Analysis Students believed that a low level of revision was the primary reason which contributed to their sub par performance. 41% of those surveyed indicated this was the major contributor to their failure of achieving as expected. Additionally, the results in table 1 indicate that revision was more of a problem for boys( than it was for girls). 45% of the males represented a lack of revision as a pertinent reason for their shortfall at GSCE ( compared to 37 % of girls). The inability of boys at revision points to an absence of self-discipline. It appears that peer group pressure plays a negative role on a boys desire to revise at home. Peter West (1996) and Ted Wragg (1997), have put forth the argument that, “many boys see schoolwork as being “feminine” and are therefore more likely to be influenced by comments made by their friends. Revising at home is not considered to be very “macho” and so therefore boys prefer being out, playing sports”(West et al). In the assessment of McRobbie, 1976), “whereas boys are more likely to be involved in sport of gang activities, girls are more likely to spend their leisure time talking. Some of this talk may well be about the best way of obtaining good qualifications”(McRobbie). Some Sociologists such as Sue Sharpe (1976 & 1994), Helen Wilkinson (1994) and Mariam David & Gaby Weinar (1997), have argued that motivation is more of a problem for boys than girls. Sharp and Wilkinson both claim that there has been a significant change in the attitude of girls towards their school work during the last twenty years. 7 Wilkinson’s research indicates that girls are now more ambitious than boys. Sharp discovered that girls in the 1990’s were much more likely than girls of the 1970’s to stress the importance of having a good job or career”(OFSTED,1996). S. Harris (1993), points to a recent study which provides evidence that,” girls spend more time on homework than boys”(Harris). Additionally, the Sackville research supported the view that there are gender differences concerning homework. “Only 17% of the girls interviewed in their survey believed that a lack of homework was a leading contributor in underachieving. On the other hand, boys believed a lack of homework was a factor in their poor performance”(Sackville) Licht & Dweck argued that as a result of this criticism, boys are more likely to blame their teachers when they fail. As girls tend to have better relationships with teachers, they are more liable to accept the blame for academic failure and are therefore willing seek help with their academic problems. Conclusion It is clear that boys do not bring the same attitude to the classroom as do the girls. Additionally, boys are prone to give in to peer group pressure, which works against achievement, but ostensibly fosters a positive image among their peers. The attitude which boys currently have towards school and achievement, points to the fallacy that academics do not matter, that is it feminine to devote additional time to one’s studies, and that the entire academic process is nebulous, because they will eventually be able to find a job regardless. Of course this is a fallacy, and it must be met with counseling, both from parents and teachers. Teachers are also suspect in a number of critical areas when it comes to projecting biases and certain stereotypes, about boys. It is imperative for all teachers to both embrace and internalize the concept of no child left behind. Moreover, it is imperative for the teacher/ parent relationship to be revived. It is clear that boys need to be monitored and guided to achieve. It has been shown, as reflected in their overall scores and their perceptions, that they are not motivated, and are not receiving the proper guidance from teachers and parents. There are a number of sociological maladies which are working against their desire and applied ability to achieve. These issues must be addressed in route to the classroom, and become firmly entrenched in the classroom curriculum. Bibliography David, M., &Weiner, G., (1997) gender and Education: Boys are underachieving Harris, S., Nixon, J., & Riddick, K., (1993) School work, Homework and Gender Education Licht, B., & Dweck, C., 1987, Some Differences in Achievement Orientations Morris, E. 1996, Boys Will Be Boys McRobbie, OFSTED 1996 The Gender Drive Sharp S. 1976, How Girls Learn to be Women Sharp, S., 1994, Just Like a Girl Smithers & Ward 2004, Action Urged as Underperforming boys eclipsed by girls in GSCE, The Guardian Retrieved on line on 4 March 2008, from www.guatdian.co.uk The Sackville Sociology Report 1997, Underachievement at GSCE Retrieved on line on 4 March 2008, from www.spartacus.schoolmet.co.uk West, P. 1996, Boys underachievement in schools Wilkinson, H., 1994, No Turning Back Wragg, T. 1997, Literacy in Primary Schools     Read More