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1 – 10 of over 32000Hossein Nouri and Maria S. Domingo
Female students comprise a significant number of the accounting student population at four-year institutions. Likewise, a significant number of students have chosen to enroll and…
Abstract
Female students comprise a significant number of the accounting student population at four-year institutions. Likewise, a significant number of students have chosen to enroll and earn associate degrees at a community college, and subsequently transfer to a four-year college or university. According to the National Center for Education Statistics, more than half of the students enrolled in two-year institutions were female. Moreover, 57% of college students in the United States are females. This study provides empirical evidence on the interaction between gender and transfer versus native accounting students in their academic performance during and after shock periods. According to the literature, the shock period includes two semesters after a two-year college student transfers to a four-year college. The results of this study indicate that female and male transfer students do not perform equally in their accounting courses compared to their native counterparts, that is, male transfer students in accounting performed worse than female transfer students and native students (male and female) both during and after the “shock” period. These findings may have practical implications for administrators and accounting departments since male transfer students appear to need more assistance to absorb transfer shock when they join four-year colleges and possibly even after their first year at the four-year institution.
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This study aims to compare the academic performance of female accounting students with their male counterparts and to assess the impact and association between gender and the…
Abstract
Purpose
This study aims to compare the academic performance of female accounting students with their male counterparts and to assess the impact and association between gender and the academic performance of accounting students graduating from the College of Business Studies (CBS) in Kuwait.
Design/methodology/approach
The sample consisted of 141 accounting students, who graduated during 2015 from CBS. Independent samples test, correlation and linear least squares regression analyses tested the hypotheses.
Findings
The results indicate that there was a statistically significant association between gender and accounting students’ performance, which explained the superiority of the performance of the female students’ group over the performance of the male students’ group and explained the significant impact of gender on accounting students’ performance, with and without controls for other factors.
Practical implications
The findings have practical implications for how the administration of CBS and similar educational institutions should take action. The findings suggest that the administration of CBS should adopt policies that impose and encourage the acceptance of more female accounting students, as they perform well in accounting and their academic performance is better than their male counterparts.
Originality/value
The study makes significant contributions to the existing knowledge in the area of students’ performance by empirically supporting the theoretical expectation of the impact of gender on accounting students’ performance. It provides a foundation for future comparative studies, potentially leading to the harmonization of international accounting education. It also addresses some of the shortfalls in the existing regional accounting education literature resulting from the scarcity of prior studies, where little has been published.
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Timothy Oluwafemi Ayodele, Timothy Tunde Oladokun and Sunday Olarinre Oladokun
The purpose of this paper is to examine the extent to which variations in gender, socioeconomic and academic background influence real estate students’ academic performance in…
Abstract
Purpose
The purpose of this paper is to examine the extent to which variations in gender, socioeconomic and academic background influence real estate students’ academic performance in Nigeria.
Design/methodology/approach
Data for the study were collected using self-administered questionnaire, served on final year real estate students in two of the three Federal universities offering real estate as a course in Southwestern Nigeria. Data collected were analyzed using mean, frequency count, percentages, independent t-test, correlation and analysis of variance.
Findings
The result of the study suggests there is no statistically significant difference in the academic performance of Nigerian real estate students based on gender and socioeconomic background.
Research limitations/implications
The study has been limited to the sensitivity of either gender to possibly constraining socioeconomic and academic factors that might have served as barriers, especially among female students, in achieving outstanding academic performance.
Originality/value
This paper presents one of the few attempts examining gender and socioeconomic perspectives to factors influencing real estate students’ academic performance, especially from the perception of an emerging African country like Nigeria.
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Chris Callaghan and Elmarie Papageorgiou
This paper aims to test the theory that predicts differences in locus of control (LOC) by gender and the relationships between LOC and the performance of accounting students in a…
Abstract
Purpose
This paper aims to test the theory that predicts differences in locus of control (LOC) by gender and the relationships between LOC and the performance of accounting students in a large South African university.
Design/methodology/approach
Confirmatory factor analysis was applied to test the applicability of Spector’s (1988) LOC scales as a first-order construct in this context. An exploratory factor analysis was then performed to provide a more fine-grained analysis of subordinate constructs. Three component categories were found to emerge from a test of this widely used LOC questionnaire. These component categories were classified as beliefs about the effectiveness of agency, beliefs about chance and beliefs about networks in the contribution to the attainment of outcomes in working contexts.
Findings
Further tests revealed that female accounting students demonstrate higher LOC in all the three categories. Females were therefore found to have significantly higher levels of both LOC and student performance; yet, the majority of tested items were not significant in their associations, and total LOC was not found to be associated with higher performance for female or male students. Certain individual items were, however, found to be associated with performance for male students. It is concluded that despite the predictions of seminal theory that predicts convergence around gender, or more egalitarian outcomes in high-skilled contexts over time, accounting student performance in this context might currently be dominated by females. This reflects a current general dominance of females in higher educational attainment and in employment numbers in educational contexts.
Research limitations/implications
Limitations of the study include: first, the use of a single university; second, a sample of only first-year accounting students. It is not known whether these findings generalise beyond accounting students with similar university environments. This research is also not causal in nature. The statistical testing used in this study cannot indicate causality.
Originality/value
It is recommended that further research investigate the more fine-grained dimensions of LOC that can contribute to accounting student performance and that further qualitative or causal research is performed to “surface” the causal mechanisms that underlie these findings. The value of this research is in the fact that it tests theory that predicts differences in LOC and the relationships between LOC and performance in an important formative context of accounting.
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Itishree Choudhury and Seema Singh
Participation of women in engineering education is considerably low in India, although it is increasing in recent years. Also, engineering is primarily treated as a male-dominated…
Abstract
Purpose
Participation of women in engineering education is considerably low in India, although it is increasing in recent years. Also, engineering is primarily treated as a male-dominated profession, and the authors do not find many women in this sector. What factors contribute to this significant gender differences in engineering education and labour market in India? In this context, this study aims to examine the factors that explain the gender variations in academic performance and labour market outcomes (placement and earnings) of engineering graduates in India.
Design/methodology/approach
The paper is based on primary survey data from fourth-year engineering students in Delhi, collected in 2018–2019, with a total sample size of 3186. The study uses Ordinary least square method (OLS) and Heckman selection model to analyse gender differences in academic performance and labour market outcomes of engineering graduates, respectively.
Findings
The study finds that academic performance of male students is around 10.4% more than female students. However, this difference is heavily influenced by various socioeconomic and institutional factors. Interestingly, 3% of female engineering graduates have received more job offers than males, which contradicts the common belief that women engineers face job discrimination in the labour market in India. However, the authors find that male engineers earn around 7% more than female engineers shows the evidence of pro-male gender wage inequality in earnings. The findings support that there is a considerable variation in academic performance and earnings between male and female engineering graduates.
Originality/value
While the authors find some literature in the area of gender difference in the academic performance and labour market among university graduates in India, studies in the field of engineering education are sparse. In a context where fewer women are found in the field of engineering education along with low participation in the labour market, the findings of this study significantly contribute to the policy making.
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Muhammad Shoaib and Hazir Ullah
This paper attempts to explore possible contributing factors of females' outperformance and males' underperformance in the higher education in Pakistan from teachers' perspective…
Abstract
Purpose
This paper attempts to explore possible contributing factors of females' outperformance and males' underperformance in the higher education in Pakistan from teachers' perspective. The central question of the study is what are the key factors that affect female and male students' educational performance at the university level? Using Artificial Neural Network (ANN) as a framework, we attempted to predict differentials of the perceived “female outperformance” and “male underperformance” in higher education. We carried out the study by employing quantitative research methods.
Design/methodology/approach
The data for the study come from 253 teachers from University of the Punjab-largest and oldest University in Pakistan. We used a structured questionnaire for data collection. The analysis was carried out with the help of ANN model. Statistical Package for Social Sciences (SPSS) was used to analyze the data.
Findings
The testing results of ANN indicated 85.3% of teachers' perception was correctly predicted on various dimensions of performance differentials across female and male students in higher education.
Research limitations/implications
The study banks on primary data collected from teachers of the University of University of the Punjab, Pakistan. Thus, the study's universe was limited to one university – University of Punjab. It is purely based on a quantitative approach employing ANN.
Practical implications
The findings of this study have several significant implications, i.e. it makes a significant contribution to the existing body of scholarly texts on the issue of gender reverse change in academic performance in higher education.
Originality/value
The findings of this research, derived from primary data in Pakistan context, qualify this research as an original one. We also claim that this study is one of the first studies on gender reverse change in academic performance among graduate students in a public sector university of Pakistan employing ANN.
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Candice Crowell, Kamilah M. Woodson and Shafeeq Rashid
Black male teachers represent between two and five percent of the teaching force, yet many research studies have suggested the importance of their presence in the classroom. While…
Abstract
Black male teachers represent between two and five percent of the teaching force, yet many research studies have suggested the importance of their presence in the classroom. While most research focuses on the necessity of a larger force of Black male teachers to serve as role models for Black male students, minimal research examines their importance in teaching Black female students. In addition to this lack of research, teacher-training programs, even those that tailor their programming toward Black men, do little to address issues of teaching across gender. This phenomenon has implications for Black male teacher retention, Black female student success, and improved gender dynamics in the Black community. This chapter highlights the dynamics of teaching across gender through review of the literature and a case study. It presents the Gender Dynamic Awareness Model, a conceptual framework for use in teacher training that addresses five factors for Black men to consider when teaching Black female students.
Rachael Oke Misan-Ruppee, Sunday Obro and Williams Pius Akpochafo
The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of…
Abstract
Purpose
The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance.
Design/methodology/approach
This study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics.
Findings
The study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance.
Research limitations/implications
Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students’ performance.
Practical implications
On the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI.
Originality/value
The study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator.
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Maura A.E. Pilotti, Runna Al Ghazo and Sami Juma Al Shamsi
The present field research aimed to assess whether gender differences exist in academic entitlement among college students of a society in rapid transition from a patriarchal…
Abstract
Purpose
The present field research aimed to assess whether gender differences exist in academic entitlement among college students of a society in rapid transition from a patriarchal system to one fostering gender equity. It then aimed to determine whether particular dimensions of academic entitlement or a simplified one-factor measure can be used as an early indicator of course-related academic difficulties.
Design/methodology/approach
College students completed a questionnaire about academic entitlement. Records of test and assessment performance, as well as attendance, were collected for the first half of an academic semester. Due to the coronavirus disease 2019 (COVID-19) pandemic, instruction was delivered online synchronously.
Findings
A few gender differences were found that departed from the largely consistent finding in the extant literature of greater academic entitlement in males. For female students, selected dimensions of academic entitlement, but not class attendance, weakly predicted poor performance. For male students, dimensions of academic entitlement were ineffective predictors of both performance and attendance, thereby suggesting that demographic characteristics may define the sensitivity of academic entitlement measures to early, course-related academic difficulties.
Research limitations/implications
The current study has limitations to be addressed in future research. For instance, the insensitivity of male students' academic entitlement to early performance measures needs to be investigated further. It may be the byproduct of the weakening of the view of male superiority typical of patriarchal societies, which arises from top-down interventions intended to promote gender equity. Yet, it may also underline males' reluctance to express a view that is counter to institutional messages of gender equity as well as religious and cultural values of modesty (Al-Absi, 2018), and personal responsibility (Asrorovna, 2020; Smither and Khorsandi, 2009). Another limitation is the extent to which specific items or dimensions of academic entitlement map into specific cultural dimensions, such as individualism and collectivism, power distance, uncertainty avoidance, and masculinity and femininity (Hofstede, 2011).
Practical implications
Academic entitlement is of concern to educators at universities and colleges across the world for several reasons. High levels of stress (Barton and Hirsch, 2016) and frustration (Anderson et al., 2013) usually accompany academic entitlement along with students' self-reports of lower exerted effort (Kopp et al., 2011). In self-reports, academic entitlement is found to be correlated with an external locus of control, lower academic motivation and lower ratings of class attendance (Fromuth et al., 2019). Boswell (2012) has also reported it as linked to lower students' confidence in their ability to complete with success the courses in which they are enrolled (i.e. course self-efficacy). Thus, the availability of early measures of academic risk in core courses, which prepare students for advanced courses in their major, can be particularly valuable to educators and administrators.
Social implications
The Kingdom of Saudi Arabia (KSA) represents a society in rapid transition (Nowak and Vallacher, 2019) from a gender-segregated system to one in which gender equity in educational as well as occupational opportunities and choices is promoted and sustained through top-down institutional changes (e.g. decrees, declarations, investments, etc.; Mansyuroh, 2019). The study’s findings suggest that college students, the main targets of institutional efforts promoting gender equity, may be responsive to such efforts.
Originality/value
The present study is a snapshot of a moment at which the impact of top-down institutional actions for gender equity has become palpable mostly due to its spreading across the large youth population of KSA (Assaad and Roudi-Fahimi, 2007). In this research, the authors asked how the target recipients (i.e. college students) of institutional gender-equity efforts might react.
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Yu-Sheng Su, Wen-Ling Tseng, Hung-Wei Cheng and Chin-Feng Lai
To support achieving sustainable development goals (SDGs), we integrated science, technology, engineering and math (STEM) and extended reality technologies into an artificial…
Abstract
Purpose
To support achieving sustainable development goals (SDGs), we integrated science, technology, engineering and math (STEM) and extended reality technologies into an artificial intelligence (AI) learning activity. We developed Feature City to facilitate students' learning of AI concepts. This study aimed to explore students' learning outcomes and behaviors when using Feature City.
Design/methodology/approach
Junior high school students were the subjects who used Feature City in an AI learning activity. The learning activity consisted of 90-min sessions once per week for five weeks. Before the learning activity, the teacher clarified the learning objectives and administered a pretest. The teacher then instructed the students on the features, supervised learning and unsupervised learning units. After the learning activity, the teacher conducted a posttest. We analyzed the students' prior knowledge and learning performance by evaluating their pretest and posttest results and observing their learning behaviors in the AI learning activity.
Findings
(1) Students used Feature City to learn AI concepts to improve their learning outcomes. (2) Female students learned more effectively with Feature City than male students. (3) Male students were more likely than female students to complete the learning tasks in Feature City the first time they used it.
Originality/value
Within SDGs, this study used STEM and extended reality technologies to develop Feature City to engage students in learning about AI. The study examined how much Feature City improved students' learning outcomes and explored the differences in their learning outcomes and behaviors. The results showed that students' use of Feature City helped to improve their learning outcomes. Female students achieved better learning outcomes than their male counterparts. Male students initially exhibited a behavioral pattern of seeking clarification and error analysis when learning AI education, more so than their female counterparts. The findings can help teachers adjust AI education appropriately to match the tutorial content with students' AI learning needs.
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