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REPORT TITLE:
SUBMITTED BY:
ABDUL QAYOOM (09-2647)
Memo of transmittal Sir Muhammad Amjad Instructor of Method of Business Research Fast National University
Dear Sir Muhammad Amjad: This is the report on Gender and Academic Performance in A University.
All praises and thanks are for Almighty ALLAH Who is the source of all knowledge and wisdom endowed to mankind and to the humanity as a whole. Behind every project is a vision and in order to complete a successful project we must have a determination to complete that vision. We would like to say the words of appreciation to our course instructor Mr. Muhammad Amjad for motivating us for going towards that vision and his abilities to turn that vision into reality. The encouragement and assistance of our parents and friends are gratefully acknowledged. We are extremely indebted to the individuals who supplied us with ample help, guidance and information without which this report would never have been completed. We regret if we have forgotten to mention anyone concerned.
In case of any confusion or question feel free to contact us. We shall be more than happy to clarity and help. Yours Respectfully, Name: Abdul Qayoom (09-2647) Enclosure: Final report
Table of Content
EXECUTIVE SUMMARY .................................................................................................................................. 3 INTRODUCTION ............................................................................................................................................. 5 OVERVIEW OF OUR EDUCATIONAL SECTOR ................................................................................................. 6 LITERATURE REVIEW ..................................................................................................................................... 8 RESEARCH METHODOLOGY ........................................................................................................................ 10 Population: .............................................................................................................................................. 10 Sample:- .................................................................................................................................................. 10 Research Instrument:- ............................................................................................................................ 10 Statistical Tool: ........................................................................................................................................ 10 GRAPHICAL REPRESENTATION OF RESULTS................................................................................................ 11 STUDENTS CGPA .................................................................................................................................... 12 DAILY STUDY HOURS ............................................................................................................................... 13 STUDY PREPARATION TECHNIQUE ......................................................................................................... 14 PERFORMANCE COMPARED TO OTHER STUDENTS ................................................................................ 15 AFFECT OF TEACHER ON STUDIES AND GRADES .................................................................................... 16 CGPA OF THE STUDENTS ......................................................................................................................... 17 Gender * CGPA of Students .................................................................................................................... 17 STUDENT SPEND DAILY HOURS ON THEIR STUDIES................................................................................ 18 STUDY PREPARATION TECHNIQUE OF STUDENTS .................................................................................. 19 OVERALL PERFORMANCE COMPARED TO OTHER STUDENTS ................................................................ 20 AFFECT OF TECHER ON STUDIES AND GRADES....................................................................................... 21 INTERPRETATION AND ANALYSIS................................................................................................................ 23 CONCLUSION:.............................................................................................................................................. 26 APPENDIX .................................................................................................................................................... 27 Questionnaire ........................................................................................................................................ 28 Code Sheet .............................................................................................................................................. 30 BIBLIOGRAPHY ............................................................................................................................................ 31
EXECUTIVE SUMMARY
Our research is about evaluating the differences in gender performance in a university. The research was conducted with a combination of descriptive and practical research methods. Our research covers the specific area in which gender differences can be observed. We utilized informal interviews and questionnaire among students to evaluate our research. The questionnaire comprises of both close ended and open ended questions. The closed ended have been used to measure the quantitative aspect of our research. The results of the quantitative measurement plotted in the form of graphs with the excel software. The open ended questions and interviews cover the descriptive part of our report. The sample was of 20 students 10 females and 10 males. The selection was of random basis. Our research shows that smaller number of female students manages to enter the university and when they do so, they enter with lower scores. However, once they are admitted to the university, they excel in their studies and outperform their male counterparts. But the trend of less female students is reducing. Now there are more female students.
INTRODUCTION
INTRODUCTION
The research attempts to determine whether there are significant gender differences in academic performance among undergraduate students of a university and if so, the factors that give rise to these differences. Academic performance is affected by a most of factors. These include individual and household characteristics such as student ability, motivation, the quality of secondary education obtained and the like. The gender of the student may also be a factor in determining student performance. Childhood training and experience, gender differences in attitudes, parental and teacher expectations and behaviors, differential course taking and biological differences between the genders may all be instrumental in giving rise to gender differences in achievement. In the term of education attainment women lag behind men in Pakistan. The 2009 Population consensus records the literacy rate among men 69%, while that of women at 45%. The research finds that a smaller number of female students manage to enter the university and when they do so, they enter with lower scores. However, once they are admitted to the university, they excel in their studies and outperform their male counterparts. Investigating academic performance of university level, the female students obtain higher CGPA than males. The researchers state that females tend to work more conscientiously and have a stronger work ethic than males. They also tend to have better language abilities including essay writing skills, vocabulary and word fluency which contribute to better course work.
LITERATURE REVIEW
LITERATURE REVIEW
According to our secondary research the following information was gathered: This paper investigates gender differences in the academic ethic and academic achievement among university students. We used survey data collected from students at a medium-size state university in the Southeast. Results of our analysis indicate that women are more likely to possess an academic ethic than men and that women also tend to have higher GPAs. Gender differences in education persist in the United States even after several decades of intense scrutiny and policy change (Nowell and Hedges 1998; Ballantine 2001). Education is like a dual-edged sword. It has been a source of advancement, empowerment, and liberation for women, but it has also reproduced gender inequalities. There is little doubt that education serves as a key for understanding gender issues in part because it largely mirrors social relationships in society (Persell, et al. 1999:407). For example, by examining gender in higher education we learn that one's gender is related to one's educational attainment, which in turn is highly related to income. Nevertheless, scholars have not paid sufficient attention to gender issues in higher education (Jacobs 1996). Regarding gender differences in academic achievement, in particular, most of the attention has been at the elementary and secondary levels (Nowell and Hedges 1998; Hallinan 2000). Results from another study indicate that men are more likely to be either disengaged or highly engaged in constructive educational activities while women are more likely to fall in between these extremes into a more typical group (Hu and Kuh 2002). Gender also seems to influence what type of student groups one affiliates with. Women are more likely to be labeled as a "grind" whereas men are much more likely to be labeled as a "recreate" (Kuh, Hu, and Vesper 2000). Grinds exhibit a high level of academic effort and recreates are involved with sports and exercise. Students labeled as grinds exhibited attitudes and behaviors very similar to those who have been identified as possessing an academic ethic (see Rau and Durand 2000; Smith and Pino 2003).
RESEARCH METHODOLOGY
RESEARCH METHODOLOGY
Population:
To explore whether there are significant gender differences in academic performance of students in a university. The population is consists of National University students. And it is conducted for purpose of knowing which factors affect the academic performance of university.
Sample:The sample size which we have taken is the 30 students of the FAST-NU, which consists both gender male and female. There will be 15 male students and 15 female students.
Research Instrument:Our research instrument is informal structured interviews as researcher is assumed to be unknown of the factors which affect the academic performance. And then there will be formal questionnaires which will be circulated among the students to verify the presence and influence of the suggested factors in the informal interviews. This report is all about to know the most important factors as suggested by the questionnaires analysis.
Statistical Tool:
Our research is the combination of facts and figure which are indicated by interviews collected from the students and questionnaire. Statistical tool will be use to analyze the data is Excel or SPSS.
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11
STUDENTS CGPA
Valid
Frequency 11 8 11 30
CGPA
35.0 34.0 33.0 32.0 31.0 30.0 29.0 28.0 27.0 2.0-2.5 2.6-3.0 3.1-3.5
Percent
When students were asked about their CGPA, 36.6 percent of respondents CGPA lay under 2.02.5, 26.6 percent respondents CGPA lay under 2.6-3.0 and remaining 36.6 percent respondents CGPA lay under 3.1-3.5.
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Daily Spending Hours on Studies Frequency 20 9 1 30 Percent 66.6 30.0 4.4 100.0 Cumulative Percent 66.6 96.6 100.0
Valid
When students were asked about how many hours they spend on their studies daily, then we got a certain percentage under a specified category. 66.6 percent of the students spend 1-2 hours on their studies daily, 30 percent of students spend 2-3 hours on their studies and hardly there are 4.4 percent of students who spend 3-4 hours on their studies.
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Preparation Technique Frequency Valid Cramming (Ratta) Reading through concept clarification Lecture review Total 2 Percent 6.6 Cumulative Percent 6.6
27
90.0
96.6
1 30
4.4 100.0
100.0
PREPARATION TECHNIQUE
90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 .0 Cramming (Ratta) Reading through concept clarification Lecture review Percent
When students asked to answer which study technique they use, we got our answer that 6.6% of students use the cramming technique for preparation, and 90% of the students use the concept clarification technique and remaining 4.4% of students use the lecture review technique.
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Overall Performance Frequency 3 6 21 30 Percent 10.0 20.0 70.0 100.0 Cumulative Percent 10.0 30.0 100.0
Valid
PERFORMANCE
70.0 60.0 50.0 40.0 30.0 20.0 10.0 .0 Top Above Average Average Percent
When the students are asked to rank their performance compared to the other students, than 5% of students ranked their performance at the top, and the 20 percent of the students ranked their performance above average and rest 70 percent of the students ranked their performance at average.
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Affect of teachers Frequency 19 5 6 30 Percent 63.4 16.6 20.0 100.0 Cumulative Percent 63.4 80.0 100.0
Valid
70.0 60.0 50.0 40.0 30.0 20.0 10.0 .0 Yes May be Sometimes Percent
When the students asked about the affect of the teacher on their studies and grades, than 63.4% of them said yes, 16.6% of students said may be and 20% of students said teacher affects sometimes.
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Male Female
23% percent of respondents CGPA lay under 2.0-2.5, 36% percent respondents CGPA lay under 2.6-3.0 and remaining 40% percent respondents CGPA lay under 3.1-3.5. 26 and 20 percent of male and female students have CGPA between 2.0-2.5 respectively. 46% percent of the male students have CGPA between 2.6-3.0 and female students have the 25.5% percent CGPA between 2.6-3.0. 26% of the male students have CGPA between 3.1-3.5 and female students have the more percentage than male in this category which is 53%. Percentage of female students is higher than male students only under two categories (2.0-2.5, 3.1-3.5).
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Gender Total
Male Female
Total 15 15 30
8 7 6 5 4 3 2 1 0 1-2 hours 2-3 hours 3-4 hours Daily Spending Hours on Studies Male Female
66.6 percent of the students spend 1-2 hours on their studies daily, 30 percent of students spend 2-3 hours on their studies and hardly there are 4.4 percent of students who spend 3-4 hours on their studies. Out of 65 percent of those students who spend 1-2 hours on studies, 40% of the male students and 25% of female students who spend 1-2 hours on their studies. There are only 5% of the male students who spend 2-3 hours on their studies and 25% of female students who spend 2-3 hour on their studies Most of the female students spend their time on their studies while the male students spend less time than female students.
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15 15 30
Preparation Technique
5% of students use the cramming technique for preparation, and 90% of the students use the concept clarification technique and remaining 5% of students use the lecture review technique. Most of the students prefer reading through concept clarification technique. There is equal percentage that is 45%, of male and female students who prefer this technique. And the 5% of the male students prefer the lecture review and 5 % of the female students prefer the cramming (Ratta).
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Gender * Overall Performance Count Overall Performance Top Gender Total Male Female 3 2 5 Above Average 3 5 8 Average 9 8 1 Total 15 15 30
Most of the students ranked their performance at average, 40% of the male and 30% of female students ranked their performance at the average. It means the both gender see themselves at average in performance compared to other students. 15% of the female and 5% of the male students rank themselves above average in performance compared to others. And also there are some male and female students who rank themselves at the top in performance.
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When the students were asked affect of teachers on studies and grades than 35% of male students and 30% of female students said yes, the teacher affect our studies and grades. 5% of male and 10% of female students said may be teacher affect the studies and grades and 10% of both gender said sometimes teacher affects.
21
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We occurred a bias when the question about future life after graduation was asked in which most females reply was an occupation as a housewife but they were not comfortable answering it honestly.
In interviews it was observed that there is also difference in decisions and mindsets in between students of the same gender. This is due to the family background, income and other factors that shape an individual.
24
Conclusion
25
CONCLUSION:
To summarize, gender differences seem to exist in students' ethical standards, levels of academic engagement, kinds of peer groups, and motivations for academic endeavor, with no significant differences in academic achievement. What differentiates men and women seems to be their ethical and behavioral approaches to their academic pursuits, social environment, and more or less traditional gender ideology. It is therefore necessary to consider how academic approaches as well as social contexts are related to academic performance for men as opposed to women, while being mindful of the role gender ideology plays in individual decision-making and socialization. There is also a clash between cultures due to which there is a difference in the results of our secondary research and primary research. Cultures and family background affect the choices made by students. Their level of intellect and IQ is a sole reason for academic differences. Genetically heritage also draws a line difference in the response of students.
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APPENDIX
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Questionnaire
Q#2: How many hours do you spend on your studies daily? 1-2 hours 2-3 hours 4-5 hours above 5 hours
Q#3: What is your study preparation technique? Reading slides Cramming (Ratta) Reading through concepts clarification Lecture review Q#4: How do you rank your overall performance compared to the other students? Top Above average Average Below average 28
Bottom Q# 5: Rate which activity do you think has priority? (1= high priority, 3= less priority) Studies Sports Clubs
Q#6: Do teachers affect your studies and grades? Yes No May be Sometimes
Q#7: Where do see yourself after your studies? ______________________________________________________________________________ Q#8: What is your field of interest? And why? ______________________________________________________________________________ Q#9: Why did you choose this field? _____________________________________________________________________________
Q#10: Do classroom facilities enhance the understanding of the subject? If yes than how? ______________________________________________________________________________
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Code Sheet
S#1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
age 2 2 2 2 1 1 2 2 1 2 1 1 2 2 2 2 2 2 1 1 1 1 2 1 2 2 2 1 1 2
Gender 1 1 2 1 1 2 2 2 1 2 2 1 2 2 2 1 2 1 1 1 1 2 1 1 2 1 2 1 2 2
Q1 1 2 3 1 2 1 3 3 2 1 3 2 2 1 3 3 1 3 1 2 2 1 3 3 2 2 2 1 3 2
Q2 1 1 2 1 1 1 2 2 1 2 1 1 1 1 2 3 1 1 1 2 2 1 3 2 1 1 2 3 2 1
Q3 3 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 4 2 3 3 2 2 3 3 4
Q4 1 3 1 3 3 2 3 3 3 2 2 2 3 3 3 3 3 3 3 3 3 2 1 2 1 3 2 3 2 3
Studies 1 1 1 1 3 1 1 1 1 2 1 2 3 2 1 1 3 1 1 2 2 1 1 3 1 1 2 3 1 1
Q5 Sports 3 2 3 2 1 3 2 2 2 1 2 1 1 1 3 3 2 2 3 1 1 2 1 1 2 2 3 1 1 2
Clubs 2 3 2 3 2 2 3 3 3 3 3 3 2 3 2 2 1 3 2 3 1 1 2 3 2 3 1 3 2 1
Q6 1 1 4 1 4 1 1 1 3 1 1 1 1 3 4 1 3 4 1 1 4 1 4 2 2 1 3 4 1 2
30
BIBLIOGRAPHY
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