scholarly journals Gender is a Variable of Interest for Information Literacy Instruction

2021 ◽  
Vol 16 (1) ◽  
pp. 101-103
Author(s):  
Hilary Bussell
Keyword(s):  
Gender Differences ◽  
Information Literacy ◽  
Information Search ◽  
Information Science ◽  
Female Students ◽  
Text Structure ◽  
Male Students ◽  
Degree Programs ◽  
Actual Knowledge ◽  
Electronic Sources

A Review of: Pinto, M., Sales, D., & Fernández-Pascual, R. (2019). Gender perspective on information literacy: An interdisciplinary and multidimensional analysis within higher education settings. Library & Information Science Research, 41(4), 100979. https://doi.org/10.1016/j.lisr.2019.100979 Abstract Objective – To identify gender differences that present in 26 information literacy (IL) learning competencies using a multidimensional subjective–objective approach. Design – Two quantitative survey questionnaires, administered online. Setting – Five Spanish public universities in 2014. Subjects – Third- and fourth-year students in eight social science degree programs including information science, audiovisual communication, journalism, psychology, primary education, pedagogy, social work, and tourism. Methods – Subjects were recruited using a stratified sampling approach. Two survey instruments were distributed online. The IL-HUMASS instrument uses Likert scales to measure students’ “belief-in-importance” (BI) of various IL competencies relating to searching, evaluation, processing, and communication–dissemination, as well as their self-efficacy (SE) regarding these competencies. The EVALCI-KN instrument measures students’ actual knowledge (KN) of the same IL competencies using closed answer options. The data were analyzed using descriptive and bivariate statistics and confirmatory factor analyses. Main Results – The total number of valid surveys collected was 1,575 (sampling ratio of 10.39% of eligible students). No significant differences were found between female and male students’ BI, SE, or KN in the categories of searching and evaluation. Statistically significant differences between genders were found relating to SE and knowledge of information processing (with men having higher scores), and to knowledge of communication–dissemination (with women having a higher score). Overall, students’ KN scores were higher than their SE scores. Statistically significant differences were found among male students in all categories and dimensions except in SE of evaluation and BI of communication–dissemination and among female students except in BI of processing. Information science and pedagogy were the highest scoring degree programs in different dimensions and categories; tourism and social work were the lowest. Male students’ awareness of the importance of using print sources and assessing the quality of information could be improved; female students’ awareness of the importance of knowing information source typologies, academic codes of ethics, and intellectual property laws could be improved. The authors also state that male students’ KN should be increased in the areas of schematizing and abstracting information, handling statistical programs, and knowing the laws on information use and intellectual property, and they point to the need for instructional support to improve all students’ SE across all IL categories. Conclusion – Gender differences were found in various IL competencies as measured by the three scales (BI, SE, KN). Male students were found to believe assessment skills to be most important and to believe themselves more prepared in search skills; however, their actual knowledge was highest in the communication category. In comparison, female students prioritized communication skills and believed themselves more prepared in search skills, with their actual knowledge highest in the search and communication categories. Among both genders, weaknesses were found relating to BI in four competencies (use informal electronic sources, know information search strategies, schematize–abstract information, recognize text structure), to SE in six competencies (use printed sources, know information search strategies, assess quality of information, schematize–abstract information, recognize text structure, write a document), and to KN in five competencies (use printed sources, use electronic sources, use informal electronic sources, determine whether information is updated, and know the code of ethics in the academic field). The students’ mean score was higher for KN than for SE in searching, evaluation, and communication–dissemination. The authors recommend instruction or awareness-raising sessions to help students acquire IL competencies as well as to improve their self-esteem in these areas, with the design of these sessions incorporating the findings on gender differences. They also recommend a review of existing syllabi to help “incorporate the gender perspective into the classroom” (p. 8).

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 Turn-taking and gender differences in language classroom

2018 ◽  
Vol 23 (1-2) ◽  
pp. 54-67
Author(s):  
Kaukab Abid Azhar ◽  
Nayab Iqbal
Keyword(s):  
Gender Differences ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Female Teacher ◽  
Male And Female ◽  
Language Classroom ◽  
And Gender ◽  
The University ◽  
Mixed Gender

The study aims at studying gender differences in the ways male and female students take turns and participate in a mixed-gender classroom. Two groups of first-year English compulsory classes held at two different departments (Geography and Economics) at the University of Karachi took part in the study. The results revealed that in the Geography Department, where there was a female teacher, male students were more dominating as compared to the female students who hardly participated in the class. They took more turns and participated better in the classroom discussion. In addition, they also interrupted the teacher and the female counterparts when they tried to contribute to the discussion. On the other hand, at the Department of Economics, female students had more number of turns. They dominated the classroom as compared to the male students. Besides, the study revealed that the gender of the teacher played an important part in shaping the discourse taking place in the classroom.

Interaction and Communication: An Examination of Gender Differences in Elementary Student Mathematics and Science Learning Using CMC

2002 ◽  
Vol 30 (4) ◽  
pp. 403-426 ◽  
Author(s):  
Qing Li
Keyword(s):  
Gender Differences ◽  
Science Learning ◽  
Sixth Grade ◽  
Female Students ◽  
Male Students ◽  
Elementary Student ◽  
Interaction Patterns ◽  
Male And Female ◽  
Language Functions ◽  
Mathematics And Science

In this study, gender difference is explored from two perspectives: 1) student interaction patterns, and 2) communication patterns. The data used is collected from a fifth- and sixth- grade classroom in an inner city elementary school in Toronto, Ontario. There were 24 students (12 male students and 12 female students) in the class. First, the interaction patterns of students' mathematics and science learning were examined in terms of turn taking, conversation initiating, and conversation following. The results of the analysis show that male students still take more turns in this CMC setting. Male and female students are equally likely to initialize topics. Those male generated messages were significantly less likely to be followed than those female generated messages. But male and female students are just as likely to follow and support previous messages in this CMC setting. Based on these results, gender differences are then examined with respect to student communication pattern. Communication is explored in terms of language functions. The analysis of the data indicates that female students tend to request more information, but offer fewer explanations and opinions than male students do. With respect to connected initiating messages, female students are found to be similar to male students in the use of the five language functions. However, moving to conversation development, two significant gender differences are found in student use of language functions: female students tend to request more information but offer fewer explanations than male students do in those followed-up messages.

scholarly journals Gender differences in attachment anxiety and avoidance and their association with psychotherapy use – Examining students from a German university

2021 ◽  
Author(s):  
Rainer Weber ◽  
Lukas Eggenberger ◽  
Christoph Stosch ◽  
Andreas Walther
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Online Survey ◽  
Mental Health Problems ◽  
Female Students ◽  
Attachment Anxiety ◽  
Male Students ◽  
Attachment Avoidance ◽  
Psychiatric Syndrome ◽  
Patient Health

Background: Attachment anxiety and avoidance have been insufficiently studied in relation to psychotherapy use. Attachment theory, specifically attachment anxiety and avoidance, might explain gender differences in psychotherapy use, which is generally lower in those identifying as male. In addition, university students are a particularly vulnerable group for mental health problems, and understanding psychotherapy use, especially among mentally distressed male students, is pivotal.Methods: A total of 44,299 students from a German university were invited to participate in an online survey on the topic of "studying with mental stress", and 4,894 completed the survey (adjusted response rate of 11.04%). The students answered questions regarding psychotherapy use, and they completed the Patient Health Questionnaire (PHQ-D) identifying syndromes of depression, anxiety, alcohol use, somatoform and eating disorders. In addition, the Experiences in Close Relationships – Revised (ECR-RD12) questionnaire, was used to measure attachment anxiety and avoidance.Results: Significant gender differences for attachment anxiety and avoidance emerged showing higher attachment anxiety in female students and higher attachment avoidance in male students. In addition, male students used psychotherapy significantly less than female students, and they also intended less to use psychotherapy in the near future. Male students did not differ from female students with regard to mental distress. When exploring regressions to predict psychotherapy use, male students’ attachment anxiety and avoidance predicted use. For female students, only attachment anxiety emerged as a significant predictor. Attachment anxiety further emerged as a significant moderator of the association between suffering from a depressive or somatoform syndrome and current psychotherapy use. In essence, students not presenting a psychiatric syndrome and exhibiting higher attachment anxiety were more likely to use psychotherapy.Conclusion: Attachment anxiety and avoidance are positively associated with psychotherapy use; however, gender differences in attachment anxiety and avoidance may partially explain lower psychotherapy use in male university students. Lower attachment anxiety in male students emerges as a relevant factor explaining lower psychotherapy use in males, which is not balanced by higher attachment avoidance in males.

scholarly journals FACTORS OF AFFECTING THESIS COMPLETION BY USING CHAID METHOD BASED ON GENDER

2019 ◽  
Vol 3 (1) ◽  
pp. 27
Author(s):  
Haida Fitri ◽  
Aniswita Aniswita ◽  
Charles Charles
Keyword(s):  
Gender Differences ◽  
Statistical Analysis ◽  
Secondary Data ◽  
Female Students ◽  
Islamic Education ◽  
Male Students ◽  
English Department ◽  
Male And Female ◽  
Allocation Of Time

<p><em>Thesis as one of the requirements to obtain a bachelor degree, ideally it can be completed in one semester, but many students finish the thesis more than the allocated time. This condition is caused by many factors including gender differences, male and female students have many differences especially in the allocation of time to finish a thesis. This research aimed to find out the factors that influence the time needed to finish a thesis and the classification of these factors based on their gender. The factors observed were GPA, gender and competence of the supervisor, types of research used, source of the data  and technique of the data collection. The statistical analysis used was the CHAID method. The result of this study showed that out of 387 male students who have graduated in period I to VI, it was found that the factors which influence them to finish their thesis were GPA. While for female students, out of 1150 data, three factors that influence them were major, sources of data and expertise areas of the main supervisors. Moreover, three characteristics of students who finish thesis longer than 6 months were male students with a GPA less than 3,34, female students from Islamic Education/English Department/Math Department  with the source primary/ secondary data or others, and female students from guidance and couceling department by the psychologist’s/ others as main supervisor.</em><em></em></p><p align="left"><strong><em>Keywords:</em></strong><em> </em><em>thesis, allocated time to finish thesis, </em><em> </em><em>CHAID method.</em></p>

scholarly journals STUDENTS’ NEED ON TASK BASED LANGUAGE TEACHING WORKSHEET AT SMPN 2 TIGO LURAH BASED ON GENDER

2021 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Suci Azani Putri
Keyword(s):  
Gender Differences ◽  
Research And Development ◽  
Language Teaching ◽  
Document Analysis ◽  
Female Students ◽  
Male Students ◽  
Development Research ◽  
Need Analysis

This study aims to investigate students’ needs on task based language worksheet at SMPN 2 Tigo Lurah based on gender differences. This type of research was research and development research. This research targets are the seven grade students of SMPN 2 Tigo Lurah. To achieve this purpose, questionnaires and document analysis were conducted to collect the data. Data were then analyzed descriptively. Based on the need analysis result, it found that students need task based language teaching worksheet to learn English. The students need the pre-tasks task, the input of tasks and all materials stated in the curriculum. However, the differences are on the responses of the male and the female students. The female students gave high responses on the needs of task based language teaching responses than male students. Hence, the students need task based language teaching worksheet so that task based language teaching worksheet can be developed and used in the classroom.

scholarly journals Gender Differences In Adjustment Issues, Quality Of Life And Psychological Resilience Among Hostel Students

2017 ◽  
Vol 15 (1) ◽  
pp. 45-60
Author(s):  
Daniya Hasan ◽  
Umm E Rubab Kazmi ◽  
Kanzal Jawahir
Keyword(s):  
Quality Of Life ◽  
Gender Differences ◽  
Short Form ◽  
Female Students ◽  
Male Students ◽  
Psychological Resilience ◽  
University Administrators ◽  
Sf 36 ◽  
Adjustment Issues

The present study explores gender differences in adjustment issues, quality of life and psychological resilience among hostel students. Purposive sampling was used and 400 hostel students (female=183 and male=217) were taken from public and private sector colleges/universities. Students from 1st year, BS (year1) and MS (year1) with 18-25 years were taken. The College Adjustment Test CAT was translated in Urdu language and administered on the students along with PR, Short form survey (SF-36) and demographic form. Results show that reliability of the scales was found to be significant CAT α=0.72, SF-36 α=0.80 and PR α= 0.62. The first hypothesis showed significant result (p = 0.03) that 1st year students tend to face more adjustment issues rather than BS (year 1). The second hypothesis verified that female students encounter more adjustment problems as compared to male students. Male students show higher psychological resilience (PR) as compared to female students. While there are no gender differences found on the variable of QOL which was assessed through SF-36. PR showed negative correlation with adjustment issues r=-0.11and SF-36 r=0.20. This research will help university administrators, counselors and student affair officers to design appropriate policy/ programs with varieties of support packages to address the needs of the students.

scholarly journals Gender Differences in Academic Achievement in Saudi Arabia: A Wake-Up Call to Educational Leaders

2019 ◽  
Vol 15 (15) ◽  
Author(s):  
Abdourahmane Barry
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Saudi Arabia ◽  
Educational Leaders ◽  
Female Students ◽  
Male Students ◽  
Embryonic Stage ◽  
Education Attainment ◽  
Male And Female ◽  
Equity In Education

Educational leaders must consider equity in education as a priority to make sure all students receive the best education possible. Studies on this topic in Saudi Arabia, however, are still in the embryonic stage. This article, thus, examines whether significant differences in academic achievement exist between male and female students based on gender, subject value, and expectations of education attainment. From a sample study of 3,759 students, the findings showed that female outperformed male students in both math, science, and their domains. Further, the more students value a subject or expect to go far in their education, the higher the score for both students, but female still outperformed male students. Educational leaders should considerthese findings a wake-up call to the persistent academic achievement disparities.

Consecutive interpreting performance. Women and men compared

2019 ◽  
Vol 5 (3) ◽  
pp. 292-306
Author(s):  
Agostina Verdini
Keyword(s):  
Gender Differences ◽  
Foreign Language ◽  
Figurative Language ◽  
Statistical Significance ◽  
Female Students ◽  
Male Students ◽  
Linguistic Features ◽  
Medical Field ◽  
Idiomatic Expressions ◽  
Consecutive Interpreting

Abstract Why are there so few male students attending the SSLMIT (Advanced School of Modern Languages for Interpreters and Translators) in Forlì? Why are interpreters generally women? Is there a biological or social explanation linked to gender differences in speaking abilities? This study is intended to provide an experimental analysis of possible differences and similarities between male and female students of interpretation. On the basis of the theories put forward by Gender Studies and a series of neuro-linguistic investigations on simultaneous interpreters, it seems that women and men in fact differ in the way they speak, communicate and also in their practice of interpretation. For this study, the interpretation mode chosen is consecutive and the linguistic combination is from German into Italian; the sample is made up of 14 women and 14 men, whose first or second foreign language is German. The texts selected for the CI (Consecutive Interpreting) present different linguistic features, topic, reading pace and length. The first is a speech, which deals with economic-financial matters, shows a high density of numerical expressions and specific sectorial terms. The second text is an article about health, which presents a considerable number of idiomatic expressions and terms related to the medical field. The comparison between the deliveries made by the interpreters of both sexes and the analysis of the answers provided by the questionnaires handed out to the students show some remarkable gender differences. Overall, it seems that male interpreters perform better as far as numbers, dates, and economic vocabulary are concerned, while female interpreters are better at handling figurative language and words related to health. Consistent with this finding, women maintained a higher degree of fluency in the delivery of the second text, while men were more fluent in the first. Although these results do not claim to be of statistical significance, they show that differences related to sex may have an impact on the performance of interpreters.

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