فاعلية إستراتيجية الأحداث المتناقضة على التحصيل والتفكير الابتكاري لدى طالبات الصف الثاني المتوسط في مادة الرياضيات وتذوق جماليتها = Effectiveness of the Discrepant Events Strategy on the Achievement and Creative Thinking of the Intermediate Second-Year Female Students in Mathematics and Its Aesthetic Taste

2016 ◽  
Vol 5 (9 Part 2) ◽  
pp. 491-507
Author(s):  
مدركة صالح عبد الله
Keyword(s):  
Creative Thinking ◽  
Female Students ◽  
Aesthetic Taste ◽  
Second Year ◽  
Discrepant Events

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

scholarly journals Undergraduate Students’ Research and Information Skills Continue to Change in their Second Year

2017 ◽  
Vol 12 (1) ◽  
pp. 116
Author(s):  
Kimberly Miller
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Research Projects ◽  
First Year Students ◽  
Library Resources ◽  
Second Year ◽  
Depth Interviews

A Review of: Hulseberg, A., & Twait, M. (2016). Sophomores speaking: An exploratory study of student research practices. College & Undergraduate Libraries, 23(2), 130-150. http://dx.doi.org/10.1080/10691316.2014.981907 Abstract Objective – To understand sophomore undergraduate students’ research practices. Design – Mixed methods online survey and participant interviews. Setting – A small liberal arts college in the Midwestern United States of America. Subjects – The sample consisted of 660 second-year students; 139 students responded to the survey (21% response rate). In-depth interviews were conducted with 13 of the 139 survey respondents. Methods – A 13-item survey was emailed to sophomore students during October 2012. To analyze the results, the authors and a library student intern developed a coding scheme to apply to open-ended survey questions. Survey respondents could also volunteer for in-depth interviews. A total of 50 survey respondents volunteered, and 14 were invited for in-depth interviews between December 2012 and January 2013. The interview protocol included open-ended questions about students’ research experiences. Students were also asked to identify and discuss one recent research project. Interviews were audio and video recorded; data from one interview was lost due to technology failure, resulting in data analysis of 13 interviews. Interview transcripts were coded by an anthropology doctoral student, the study authors, and a library student assistant. Main Results – The survey found that students completed fewer research projects and used fewer library resources as sophomores than they did as first-year students. For example, only 4.9% (n=7) of students reported completing zero research assignments in their first year, compared with 34.5% (n=48) in their second year. When asked if there were library resources or skills they wanted to know about sooner in their academic career, students’ top reply was “Nothing” (34.5%, n=48), followed by “Navigating the physical space” (15.8%, n=22), “Librarians/staff & reference desk” (11.5%, n=16), and “Effective searching & evaluating sources” (10.8%, n=15). Male and female students’ responses differed, with male students less likely overall to express interest in library resources. While 42.4% (n=59) of students replied that they would consult with a librarian for help with their research projects, this option ranked third after professors (83.5%, n=116) and peers (70.5%, n=98). Again, responses varied by gender, with female students (49.5%, n=49) more likely than male students (26.3%, n=10) to contact a librarian about a research project. Most interview participants replied that searching online, including library resources, was their research starting point. Students most often selected research topics, based on their interest, from a professor-approved list. Students identified “relevant content, familiarity . . . , and credibility” (p. 138) as important source evaluation characteristics. The majority of students also used library information sources in their research, including databases, research guides, and the catalogue. Students most often mentioned struggling with “finding sources/identifying keywords” (n=6) and “finding known items” (n=6). Unlike survey respondents, interview participants unanimously reported consulting with a librarian. Most students (n=11) received library instruction as first-year students, and some suggested that this instruction helped them feel comfortable asking for help. Finally, most students felt that their research habits improved from their first year to their second year, specifically with regards to “their research technique, improved confidence . . . and an expanded source horizon” (p. 143). Conclusion – The authors recommend continuing strong information literacy support to first-year students, as well as working with faculty members and other campus partners to promote reference services to sophomores. When compared to previous research, the current study reports a higher percentage of students seeking librarian assistance; however, because some students also reported confusion about when and how to ask for help, further analysis could explore how reference librarians capitalize on peer and faculty “referral networks” (p. 145). Finding that students face significant challenges early in the research process was consistent with previous research, and future study might reveal more about this specific phenomenon in sophomores. Interviews should also be extended to include students who are non-library users. Finally, the authors suggest that the findings provide no evidence of a “sophomore information literacy slump” (p. 146).

scholarly journals Interrelation of Ideas About Self-Efficacy with Motivation to Succeed in Young People Taking University Psychological and Legal Courses

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Evgeniya Vorontsova
Keyword(s):  
Young People ◽  
Interpersonal Communication ◽  
Self Efficacy ◽  
Female Students ◽  
First Year ◽  
Male And Female ◽  
Psychological Phenomena ◽  
Psychological Science ◽  
Second Year ◽  
University Training

Due to the growing interest in the phenomenon of self-efficacy, the psychological science examines the directions of studying self-efficacy in domestic and foreign exploratory development. The attention is focused on studies that reveal the interrelation of the self-efficacy phenomenon with other psychological phenomena, such as motivation to succeed and avoidance of failure, as well as studies devoted to the features of self-efficacy ideas in male and female students. There are publications on the data of the empiric investigation of interrelation of self-efficacy and success motivation in young people at various university training stages with presentations of analysis of differences in correlation features in male and female students. A conclusion is made that there are differences existing between the investigated indicators of self-efficacy in substantive work, self-efficacy in interpersonal communication and success motivation in the first-year and the second-year students, as well as the differences existing in the outlined indicators in the young people taking university psychological and legal courses.

scholarly journals FAKTOR PENDORONG KREATIVITI DALAM KALANGAN PELAJAR POLITEKNIK

2020 ◽  
Vol 3 (2) ◽  
pp. 77-85
Author(s):  
Norfarahi Zulkifli ◽  
Mohd Isa Hamzah ◽  
Khadijah Abdul Razak
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Mean Value ◽  
Study Data ◽  
Female Students ◽  
Male And Female ◽  
Cronbach Alpha ◽  
Student Gender ◽  
The Difference

This study aims to examine the factors that drive student creativity, identify key factors and look at differences in creativity factors for male and female students. A total of 119 respondents from one polytechnic in the southern zone were involved in this study. The study data were obtained from the administered questionnaire and the Cronbach Alpha value obtained was α = 0.873 and then analyzed using descriptive and inferential analysis. Descriptive analysis of student gender was seen using frequency and percentage while inference analysis using t-test at a significant level 0.05 was used to see the difference in creativity factors between genders. The results of the study found that the main factor that motivates student creativity is the knowledge factor with a mean value of 4.3025. In addition, studies also show that there is no difference in creativity factors between male and female students except for the knowledge factor. It is also hoped that this finding will provide an opportunity for lecturers to continue to strive and give encouragement during the teaching and learning process so that students' creativity can be highlighted through the factors that have been mentioned. Keywords: Creativity, Creative Thinking, Higher Education, Polytechnic, Students   Abstrak: Kajian ini bertujuan untuk mengkaji faktor-faktor yang mendorong kreativiti pelajar, mengenalpasti faktor utama dan melihat perbezaan faktor kreativiti bagi pelajar lelaki dan perempuan. Seramai 119 responden telah terlibat dalam kajian ini yang merupakan pelajar di sebuah politeknik di zon selatan. Data kajian diperoleh daripada soal selidik yang telah ditabdir dan nilai Cronbach Alpha yang diperolehi ialah α = 0.873 dan seterunsya dianalisis secara deskriptif dan inferensi. Analisis deskriptif mengenai jantina pelajar dilihat dengan menggunakan frekuensi dan peratusan manakala analisis inferensi menggunakan ujian t pada aras signifikan 0.05 digunakan untuk melihat perbezaan faktor kreativiti antara jantina. Hasil kajian mendapati faktor utama yang mendorong kreativiti pelajar ialah faktor ilmu pengetahuan dengan nilai min 4.3025. Melalui kajian ini juga diharap dapat memberikan peluang kepada pensyarah untuk terus berusaha dan memberi galakan semasa proses pengajaran dan pembelajaran agar kreativiti pelajar dapat diserlahkan dan ditonjolkan lagi melalui faktor yang telah disebutkan. Kata kunci: Kreativiti, Pemikiran Kreatif, Pendidikan Tinggi, Politeknik, Pelajar

scholarly journals An Investigation of the Motivational Profile of EAP Learners at a Transnational Education English Medium Instruction University

2021 ◽  
Vol 3 (1) ◽  
pp. 107-114
Author(s):  
Austin Pack
Keyword(s):  
Mainland China ◽  
Initial Step ◽  
English For Academic Purposes ◽  
Female Students ◽  
Transnational Education ◽  
English Medium Instruction ◽  
Motivational Profile ◽  
Second Year ◽  
Motivational Profiles ◽  
Strong Ideal

The number of transnational education (TNE) higher education institutions (HEI) around the globe is on the rise. This study attempts to examine the motivational profiles of English for Academic Purposes (EAP) learners at a TNE university in Mainland China that uses English as the medium of instruction (EMI). Participants (N = 300) were primarily first- and second-year students enrolled in EAP classes. The study relied on an adapted version of a motivational questionnaire (Taguchi et al., 2009) to measure some of the most commonly researched motivation constructs. Findings suggest that these students had relatively strong Ideal L2 Selves, were confident in their linguistic abilities, viewed learning EAP as being beneficial for their lives, and desired to integrate with or become like members of their respective academic or professional communities. No meaningful significant differences were found between the motivational profiles of male and female students. This Work-in-Progress study serves as an initial step towards understanding the motivational profiles of EAP learners within the TNE EMI context.

scholarly journals Analisis Persepsi Siswa SMP terhadap Pembelajaran Matematika ditinjau dari Perbedaan Gender dan Disposisi Berpikir Kreatif Matematis

2016 ◽  
Vol 7 (2) ◽  
pp. 153-166 ◽  
Author(s):  
Bambang Sri Anggoro
Keyword(s):  
Creative Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Female Students ◽  
Male Students ◽  
Positive Perception ◽  
Validity And Reliability ◽  
Learning Mathematics ◽  
Qualitative Descriptive ◽  
Negative Perceptions

This research is a qualitative research with the qualitative descriptive method. The technique of research subject taking in this research use purposive sampling technique. The subjects of this study amounted to 9 students. Data collection techniques used were questionnaire perception and disposition of students' mathematical creative thinking, observation, interview and documentation of mathematics learning. Data analysis techniques, namely data reduction, data presentation, and conclusions. The validity of data in this study using the content validity, construct validity and reliability and triangulation techniques. According to the results of the study and discussion, the conclusion of this study is Based on the gender and disposition of mathematical creative thinking, the perception of mathematics learning that is produced, that is for high DBKM and positive perception is only found in male students, for high DBKM and medium perception, Male and female students, for medium DBKM and medium perception, female students tend to be more than male students, for medium DBKM and negative perceptions of male students tend to be more than female students, for low DBKM and perception is being Only in boys, and for low DBKM and negative perceptions are only found in female students. The disposition of high mathematical creative thinking and positive perception is very influential on learning mathematics because students who have high DBKM and positive perception will be better in learning mathematics than students who have DBKM and perceptions other than high DBKM and positive perceptions of mathematics learning.

Girls into Geoscience - Ireland

2020 ◽  
Author(s):  
Elspeth Wallace ◽  
Fergus McAuliffe ◽  
Aoife Blowick ◽  
Maria McNamara ◽  
Emma Morris ◽  
...  
Keyword(s):  
Student Retention ◽  
Role Models ◽  
Field Trip ◽  
Female Students ◽  
Gender Balance ◽  
Negative Perceptions ◽  
The Subject ◽  
Second Year ◽  
The Uk ◽  
First Time

<p>The geosciences are an undeniably male-dominated sector (80/20 male/female in 2008). This has led to a loss of female talent and lack of diversity within the sector. Retention of female students in the geosciences is highest where students can identify with same gender career/industry leaders (Hernandez et al., Geosphere, Vol. 14,6, 2018), yet with few obvious female role models, poor female student retention has become a self-perpetuating problem. Girls into Geoscience was instigated in Plymouth in 2014 to interrupt this cycle. Girls around the ages of 16-17 and with any level of geoscience knowledge were invited to Plymouth to be introduced to the subject by leading females in the geoscience field. The annual event has proven so successful that it has now been taken up in Ireland.</p><p>Girls into Geoscience – Ireland (GiGie) is now at the end of its second year, having run three successful events across Ireland. GiGie has taken the form of day-long events which incorporate workshops, talks, networking and field-trip style elements. These events have been hosted in academic institutions and rotate annually to reach multiple areas of Ireland which often have limited access to STEM activities. So far, events have been hosted in Cork, Galway and Dublin. 100% of participants at the Cork event fed back that they were more likely to study geoscience, and similarly 83% of participants in Galway were now more likely to consider studying geosciences. 100% of Galway participants also had an increased understanding of geoscience careers, which is important considering the negative perceptions that are commonly attributed to careers in the geosciences. Suggestions from the events in Cork and Galway led us to incorporate a field-trip style element to the day, which was run for the first time in Dublin. The future of GiGie is bright. A planned expansion of the programme could lead to its most successful year yet. Across in the UK, expansion is also in action with further events taking place in Scotland, and a junior event being developed in Leicester. Gender balance is far from equal yet, but change is happening. We look forward to seeing Girls into Geoscience flourish.</p><p>“I loved (that) it was for girls. (It) made me feel more confident and that its possible to do science as a girl” – Participant, Cork.</p>

scholarly journals Research Attitude and Innovative-Creative Thinking: Differences between Undergraduate Male and Female Students

2012 ◽  
Vol 69 ◽  
pp. 1452-1461 ◽  
Author(s):  
Thomas Babalis ◽  
Yota Xanthakou ◽  
Maria Kaila ◽  
Nektarios Stavrou
Keyword(s):  
Creative Thinking ◽  
Female Students ◽  
Male And Female

Aboriginal Studies at an Aboriginal College?

1980 ◽  
Vol 8 (2) ◽  
pp. 52-54
Author(s):  
A. Phillips ◽  
R. Lister
Keyword(s):  
Female Students ◽  
Male And Female ◽  
Learning To Read ◽  
Native Peoples ◽  
Aboriginal Culture ◽  
Second Year ◽  
Aboriginal Groups ◽  
At Home

One of the criticisms voiced against Aboriginal Residential Colleges such as Yirara is that we “take the students away from their culture”. I don’t necessarily agree with this comment for a number of reasons.Aspects of life at Yirara suggest to me that male and female students who attend could in fact be exposed to more traditional Aboriginal culture than they would normally experience at home. This, of course, applies to some communities more than to others.Yirara College is in its second year of conducting an Aboriginal Studies course for its students. During this course students have the opportunity ofa) Learning to read and write their own language.b) Learning traditional and contemporary Aboriginal skills.c) Learning about other non-Centralian Aboriginal groups and native peoples from other cultures.

Relationship between Attitudes toward One's Names and Self-Esteem

1978 ◽  
Vol 43 (3) ◽  
pp. 699-702 ◽  
Author(s):  
D. J. W. Strümpfer
Keyword(s):  
Social Context ◽  
Self Esteem ◽  
Female Students ◽  
Social Self ◽  
Self Evaluation ◽  
The Social ◽  
Second Year

First, middle, and last names were rated on 5-point scales. Self-esteem was measured on the Ziller Social Self-esteem, the Bills Index of Adjustment and Values, and the Coopersmith Self-esteem Inventory. Subjects were 93 male and 73 female students in first- and second-year psychology. Subjects generally liked their names, with middle names disliked most often. Males liked their last names significantly more than their middle names, while females liked their last names more than either their first or middle names. Attitudes toward first name were related to some Bills and Coopersmith scores, which reflect subjects' appraisal of their worthiness and their style of responding to themselves, but not to Ziller scores, which reflect self-evaluation within a social context. Attitudes toward middle name were not reliably related to any self-esteem scores. In the female sample, attitudes toward the last name showed a relationship to self-esteem in the social context; no other correlations with attitudes toward last name were significant.

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