Gender and Learner Characteristics

Autor/inn/en	Hindal, Huda; Reid, Norman; Whitehead, Rex
Titel	Gender and Learner Characteristics
Quelle	In: European Journal of Educational Research, 2 (2013) 2, S.83-96 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Student Characteristics; Learning; Adolescents; Middle School Students; Gender Differences; Academic Achievement; Student Evaluation; Tests; Performance Factors; Visual Acuity; Spatial Ability; Short Term Memory; Memorization; Cognitive Processes; Cognitive Ability; Recall (Psychology); Grade 7; Visual Measures; Educational Experiments; Correlation; Kuwait + Suchen Sie Ihr Suchwort? Ausland; Lernen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterkonflikt; Schulleistung; Schulnote; Studentische Bewertung; Examination; Prüfung; Examen; Leistungsindikator; Optisches Differenzierungsvermögen; Räumliches Vorstellungsvermögen; Kurzzeitgedächtnis; Gedächtnistraining; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Abberufung; School year 07; 7. Schuljahr; Schuljahr 07; Schulversuch; Korrelation
Abstract	It is well established that girls and boys perform differently in traditional examinations in most countries. This study looks at a sample of 754 school students in Kuwait (aged about 13) and explores how boys and girls differ in the performance in a range of tests related to learner characteristics. The fundamental question is how boys and girls differ in these learner characteristics and do any of the differences relate to examination performance. If the development of such learner characteristic is open to experiences in the formal learning situations, then this opens the door to possible ways to encourage the development of such characteristics, with possible concomitant enhancement of academic performance. The importance of this cannot be underestimated for it gives curriculum planners, textbook writers teachers and examiners potential tools for enhanced learning. In terms of gender, it may well offer some ways forward to ensure that there is equality of opportunity in achieving high academic performance. It is found that girls outperform the boys in tests which measure extent of field dependency, extent of divergency and skills with the visual-spatial (all at p < 0.001). Confirming previous studies, the girls markedly outperform the boys in all school subject examinations but there are no differences in their measured working memory capacities. In looking at the relationships between various combinations of the measurements made, it is found that boys are much more dependent on working memory than girls in performing in examinations, and the boys are also much more dependent on employing skills related to divergent thought in achieving success in examinations. These observations are interpreted in terms of the way boys and girls learn, with girls being more conscientious and willing to memorise than the boys who, in turn, have to rely on working things out for success: girls tend to memorise; boys tend to try to work it out. This may offer an explanation of the greater success of girls in typical examinations where the accurate recall of information is so often the key to success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01