Peer-Assisted Learning in the Physical Activity Domain: Dyad Type and Gender Differences

2002 ◽  
Vol 24 (3) ◽  
pp. 219-238 ◽  
Author(s):  
Fabienne d’Arripe-Longueville ◽  
Christophe Gernigon ◽  
Marie-Laure Huet ◽  
Fayda Winnykamen ◽  
Marielle Cadopi
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Peer Interaction ◽  
School Students ◽  
And Performance ◽  
And Gender ◽  
Univariate Analyses ◽  
Activity Domain ◽  
Physical Activity Domain ◽  
Senior High School Students

The purposes of this study were to qualitatively analyze peer interaction in dyads practicing a swimming skill, and to examine the potential dyad type-by-gender differences in observed peer interaction modes. Sixty-four senior high school students (32 M, 32 F) trained for 8 min either in symmetrical (same competence) or asymmetrical (different competence levels) same-sex dyads. The numbers of attempts and performance scores were also documented for novices. The observed peer interaction modes consisted of guidance-tutoring, imitation, cooperation, and parallel activity. Multivariate and univariate analyses revealed that tutoring and imitation were manifested more in asymmetrical dyads, while cooperation and parallel activity were more frequent in symmetrical dyads. Males in symmetrical dyads displayed the most parallel activity. Males carried out more attempts than females. Regarding performance, males in asymmetrical dyads benefited more from training than the other groups did. Similarities and differences with findings observed in the academic domain are discussed.

scholarly journals GENDER DIFFERENCES IN CHINESE SENIOR HIGH SCHOOL STUDENTS’ USE OF DISAGREEMENT STRATEGIES

2021 ◽  
Author(s):  
WAN-YING LUO ◽  
HENG-XING HE
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Senior High School ◽  
Relevant Research ◽  
School Students ◽  
And Gender ◽  
Survey Responses ◽  
Senior High School Students

To date, the studies on disagreement strategies in Chinese mainly focus on adults, and relevant research on senior high school students is rare. This study intends to explore gender differences in Chinese senior high school students’ use of disagreement strategies. By adopting a discourse completion task (DCT) and modified Yang’s classification of disagreement strategies (2015), we designed an open-ended questionnaire survey of 12 situations with three social factors (social distance, social status, and sex of hearer) which was distributed among 100 Chinese senior high school students. Then we analyzed all the 96 valid survey responses and did a T-test. The results show that the distribution of disagreement strategies is uneven, with Softened Disagreement Strategy (SDS, 96.96%) dominating, and that there exist significant gender differences in Chinese senior high school students’ use of Neither Softened Nor Strengthened Disagreement Strategy (NSNSDS) (p=0.0330.05). The present study contributes to the understanding of disagreement and gender differences in disagreement strategies and offers implications to communication and EFL teaching for Chinese teenagers.

Senior High School Students’ Anxiety and Performance in Learning English

2021 ◽  
Vol 8 (4) ◽  
pp. 605-612
Author(s):  
Saima Sansaluna ◽  
Lydia Bawa ◽  
Amour Camua ◽  
Leonel Untong
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Survey Method ◽  
School Students ◽  
Anxiety Levels ◽  
And Performance ◽  
Meaning System ◽  
Senior High School Students ◽  
Learning English

This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study. The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.  

BULLYING BEHAVIOUR AMONG HIGH SCHOOL STUDENTS: ANALYSIS OF PREVALENCE AND GENDER DIFFERENCES

2016 ◽  
Author(s):  
Olujide Adekeye ◽  
Amoa Alao ◽  
Olufunke Chenube ◽  
Sussan Adeusi ◽  
Ben Agoha ◽  
...  
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
School Students ◽  
And Gender

scholarly journals Thinking Process Profile of Senior High School Students in Physics Problem-Solving: Terms of Differences in Emotional Intelligence Levels and Gender

2021 ◽  
Vol 9 (3) ◽  
pp. 398
Author(s):  
Binar Kurnia Prahani ◽  
Wahyu Hari Kristiyanto ◽  
Joko Siswanto ◽  
Budiyono Saputro ◽  
Husni Mubarok
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Problem Solving ◽  
Senior High School ◽  
School Students ◽  
Thinking Process ◽  
And Gender ◽  
Senior High School Students ◽  
Physics Problems

This literature study aims to obtain the thinking process profile of senior high school students in physics problem-solving based on differences in emotional intelligence levels and gender. In this study used literature study method with phenomenological analysis, functionalism analysis, and critical analysis. The sources used to compile this article include some literature on emotional intelligence, gender effect, thinking process, problem-solving, and several empirical study on students in physics problem-solving, especially in senior high school. The authors summed up the conclusions based on the results of the literature study as follows: (1) The profile of the thinking process is influenced by emotional intelligence level and gender; (2) Emotional intelligence is directly proportional to the thinking process of students in the process of solving physics problems; (3) Students who have high emotional intelligence are more likely to have high physics problem-solving skills; (4) Gender differences (male and female) in solving physics problems, generally, are still debatable, in which sense is it better? Then it further research needs that is valid and reliable to answer this question. (5) There is a strong tendency that the male gender is more resilient in dealing with and solving complex physics problems; (6) The gender of female students is superior in solving physics problems that require very high detail. The main implication of this article is to obtain the thinking process profile of senior high school students in physics problem-solving based on terms of differences in emotional intelligence levels and gender. 

scholarly journals Gender Differences in Attitudes and Achievement in Mathematics among Ghanaian JHS Students

2020 ◽  
Vol 12 (3) ◽  
pp. 84
Author(s):  
Derrick Anokye-Poku ◽  
Ernest Ampadu
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Junior High School ◽  
Survey Design ◽  
School Students ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Significant Difference ◽  
And Performance ◽  
And Mathematics

Students’ learning and performance in mathematics is affected by several factors, including students’ attitude. This paper aims to understand the gender differences in attitude toward mathematics and mathematics achievement. A descriptive survey design was used, and the participants consisted of 360 Junior High School students. Two instruments, semi-structured questionnaire and students test scores were used. The results revealed that, in general, both female and male students held positive attitudes towards mathematics, and there was no significant difference in attitudes between genders toward mathematics. However, the results established that there was a significant difference in achievement. It was recommended that to achieve sustainable development goal 4, teachers, parents, and educational authorities should develop creative and innovative ways of helping students, especially female students to build self-confidence in the learning of mathematics.

scholarly journals Multivariate analysis on performance in statistics, self-efficacy and attitudes of senior high school students

2021 ◽  
Vol 6 (4) ◽  
pp. 352-367
Author(s):  
Mildin Jeminez Retutas ◽  
Marilyn Torela Rubio
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Senior High School ◽  
School Students ◽  
And Performance ◽  
K 12 ◽  
Type Of School ◽  
Senior High School Students

Over the past few years, teaching and learning of statistics have been influenced by the emergence of the reform movement in education such as the K-12 basic education curriculum. Those of statistics concepts have changed both elementary and secondary level. Considering the educational reform in the Philippines, the study was conducted to determine whether there are significant differences of the determinants such as gender, type of school, parent’s educational level, family monthly income, family size and Senior High School track preference to students’ self-efficacy beliefs, attitudes towards Statistics, and performance in Statistics. The causal-comparative research design was used for comparing two or more groups to find the differences or determine whether the independent variable influences the dependent variable. The data were gathered from 570 senior high school students of both public and private schools in Mindanao, Region XI. The study adopted the questionnaires on self-efficacy beliefs and attitude towards Statistics while it utilized a researcher-made questionnaire for performance in Statistics. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. The findings revealed that among the demographic factors, only type of school has a significant difference to the self-efficacy beliefs, attitudes towards Statistics, and performance of senior high students in Statistics. Implications from the findings of this study might suggest that improving of K-12 school facilities by the school public administrators and collaborative effort of teachers to enhance the students’ self-efficacy, attitudes towards statistics and teaching statistics reveals optimistic results.  Also, school administrators may provide opportunities for Statistics teachers to hone their pedagogical skills in promoting and building students’ self-confidence and interest in the subject.

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