Academic achievement is considered by scholars as one of the main goals for the school-age children (García Coll & Szalacha, 2004). According to modern theories, child development and his progress in school is related to some personal factors such as gender, socio-economic background of the family, the interaction of the child with the family environment, and family cooperation with the school (Bronfenbrenner, 1998, Cicchetti & Toth, 2000, Eitle 2005, Jacobs & Harvey, 2005). One of the most comprehensive theoretical framework for understanding the development of the child and their academic achievements is the theory of Epstein (1997, 2005, 2011) known differently as the model of overlapping spheres. This model is focused on the roles that
Researchers Hill, Corbett and Rose (2010) argued that there are two main negative stereotypes about women in STEM: women are not skilled at math as much as boys and scientific work is more appropriate for boys (as cited in Forgasz et al., 2014). As such, it is important to explore how these stereotypes of women being incompetent for math and science influence their interest, performance and involvement in STEM . It has been widely debated and accepted that having greater number of women in STEM disciplines is essential to promote greater equality and to ensure overall intellectual, social and economic development of women. As the United Nation’s 55th Commission on the Status of Women (2011), which was held in New York also noted: ... quality education and full and equal access and participation in science and technology for women of all ages are imperative for
The gender gap in education has been markedly narrowed. In 2014, the net primary school enrolment rates of boys and girls were both 99.8 percent, meaning that China has achieved the United Nations Millennium Development Goals ahead of time and the proportion of female students various levels of education is at least 46.7 percent. The state has set up special funds to reduce the number of illiterate women. In 2013, the illiteracy rate for females at and over the age of 15 was 6.7 percent, 17.4 percentage points lower than in 1995. Women’s average years of schooling have increased, and the gender gap has narrowed.
Comparisons: The Gender Gap in Higher Education in UK & India I. Introduction As per Intercontinental educational statistics, it has been shown that girls are outnumbering boys in holding, achieving, and meeting the requirements for higher educational degree in a voluminous manner. This holds good for both, developed and developing nations. However, comparing the years nearby 1960-70, this gap remains thinner in the last two decades (Buchmann, DiPrete, & McDaniel, 2007). In this view, Considering UK, this gap is no different as engineering, nursing, economics, Medicine study, law, biology and so on courses are seen with wider gender gap (Chevalier, 2007).
Across the United States lies 37,100 high schools; each school comes in their own shapes and sizes. Educators recently looked into whether or not lowering school size could help better these students. Results found that small high schools contain less violence incidents. Moreover, small high schools result in a wider array of student involvement. Nonetheless, small high schools offer only a limited amount of courses and extracurriculars that students can get involved in.
Experimental judgments advocates a direct and positive relationship of Parental education with students’ academic success (Farooq, Chaudhry, Shafiq, & Berhanu, 2011; Durden & Ellis, 1995). Further, Fertig & Schmidt (2002) concluded that performance of those students are high whose parents were working citizens and they are highly qualified. Similarly, study conducted by Fuchs & Wößmann (2004) verified that academic performance of students has been effected by their family background. He measured background of family through profession and educational level of
And, in my essay I will discuss five reasons that support my statement and theses reason are: 1. Bilingual build a better brain and improve your educational skills. Students who study more than one language tend to be smarter than the students who study in one language. Because, they can think differently and out the box all that because the different skills which they again it from both languages. Furthermore, Dr. Joanne H. Urrutia, Director of the district 's Bilingual Education and World Languages Department reported that there are studies shown that bilingual students in general academically outperform and score higher on standardized college entrance exams than monolingual students.
The data is interesting and helpful. The range from 1-19 students has an average of 4.22/5 for the evaluation and the class range from 150-199 students has an average of 3.96/5 for the evaluation. This is great information and facts. It is nice to see actual data relating class size and course evaluations. This research study will be beneficial to answer my initial
In addition, girls usually take biology because they want to study medicine and boys usually take R1 math and physics because they want to become an engineer. Former research on gender difference in natural science by udanningsdirektorat has shown that girls dominate biology and geoscience, while there is a majority of boys in information technology, physics and technology and theory of
It means that the student were lacking in self-confidence when they were in Math class. It implies that student is confused about his answer, and it is an acceptable reason on why the student is not participating in class. According to Dowker et al. (2016) low participation and low achievement in Mathematics were concern of many countries. As stated by (Wigfield and Meece,1988; Ma and Kishor, 1997).