Gender and Academic Performance at Fast National University

GENDER AND ACADEMIC

PERFORMANCE AT FAST NATIONAL

UNIVERSITY

REPORT TITLE:

Gender and academic performance at

National University-Fast

SUBMITTED TO:

MR. MUHAMMAD AMJAD

SUBMITTED BY:

ABDUL QAYOOM (09-2647)

SUBMISSION DATE: MAY 2011

Memo of transmittal

Sir Muhammad Amjad

Instructor of “Method of Business Research”

Fast National University

Dear Sir Muhammad Amjad:

This is the report on Gender and Academic Performance in A University.

All praises and thanks are for Almighty ALLAH Who is the source of all knowledge and wisdom endowed to mankind and to the humanity as a whole.

Behind every project is a vision and in order to complete a successful project we must have a determination to complete that vision. We would like to say the words of appreciation to our course instructor Mr. Muhammad Amjad for motivating us for going towards that vision and his abilities to turn that vision into reality.

The encouragement and assistance of our parents and friends are gratefully acknowledged. We are extremely indebted to the individuals who supplied us with ample help, guidance and information without which this report would never have been completed. We regret if we have forgotten to mention anyone concerned.

In case of any confusion or question feel free to contact us. We shall be more than happy to

clarity and help.

Yours Respectfully,

Name: Abdul Qayoom (09-2647)

Enclosure: Final report

Table of Content

EXECUTIVE SUMMARY.................................................................................................................................3

INTRODUCTION...........................................................................................................................................5

OVERVIEW OF OUR EDUCATIONAL SECTOR................................................................................................6

LITERATURE REVIEW....................................................................................................................................8

RESEARCH METHODOLOGY.......................................................................................................................10

Population:............................................................................................................................................10

Sample:-.................................................................................................................................................10

Research Instrument:-...........................................................................................................................10

Statistical Tool:......................................................................................................................................10

GRAPHICAL REPRESENTATION OF RESULTS...............................................................................................11

STUDENT’S CGPA...................................................................................................................................12

DAILY STUDY HOURS.............................................................................................................................13

STUDY PREPARATION TECHNIQUE........................................................................................................14

PERFORMANCE COMPARED TO OTHER STUDENTS...............................................................................15

AFFECT OF TEACHER ON STUDIES AND GRADES....................................................................................16

CGPA OF THE STUDENTS........................................................................................................................17

Gender * CGPA of Students...................................................................................................................17

STUDENT SPEND DAILY HOURS ON THEIR STUDIES...............................................................................18

STUDY PREPARATION TECHNIQUE OF STUDENTS.................................................................................19

OVERALL PERFORMANCE COMPARED TO OTHER STUDENTS................................................................20

AFFECT OF TECHER ON STUDIES AND GRADES......................................................................................21

INTERPRETATION AND ANALYSIS..............................................................................................................23

CONCLUSION:............................................................................................................................................26

APPENDIX..................................................................................................................................................27

Questionnaire.......................................................................................................................................28

Code Sheet............................................................................................................................................30

BIBLIOGRAPHY...........................................................................................................................................31

2

EXECUTIVE SUMMARY

Our research is about evaluating the differences in gender performance in a university. The

research was conducted with a combination of descriptive and practical research methods. Our

research covers the specific area in which gender differences can be observed. We utilized

informal interviews and questionnaire among students to evaluate our research.

The questionnaire comprises of both close ended and open ended questions. The closed ended

have been used to measure the quantitative aspect of our research. The results of the quantitative

measurement plotted in the form of graphs with the excel software. The open ended questions

and interviews cover the descriptive part of our report. The sample was of 20 students 10 females

and 10 males. The selection was of random basis.

Our research shows that smaller number of female students manages to enter the university and

when they do so, they enter with lower scores. However, once they are admitted to the

university, they excel in their studies and outperform their male counterparts. But the trend of

less female students is reducing. Now there are more female students.

3

INTRODUCTION

4

INTRODUCTION

The research attempts to determine whether there are significant gender differences in academic

performance among undergraduate students of a university and if so, the factors that give rise to

these differences. Academic performance is affected by a most of factors. These include

individual and household characteristics such as student ability, motivation, the quality of

secondary education obtained and the like. The gender of the student may also be a factor in

determining student performance. Childhood training and experience, gender differences in

attitudes, parental and teacher expectations and behaviors, differential course taking and

biological differences between the genders may all be instrumental in giving rise to gender

differences in achievement.

In the term of education attainment women lag behind men in Pakistan. The 2009 Population

consensus records the literacy rate among men 69%, while that of women at 45%.

The research finds that a smaller number of female students manage to enter the university and

when they do so, they enter with lower scores. However, once they are admitted to the

university, they excel in their studies and outperform their male counterparts.

Investigating academic performance of university level, the female students obtain higher CGPA

than males. The researchers state that females tend to work more conscientiously and have a

stronger work ethic than males. They also tend to have better language abilities including essay

writing skills, vocabulary and word fluency which contribute to better course work.

5

OVERVIEW OF OUR EDUCATIONAL SECTOR

In the previous decades education and its enforcement has always been on boys rather than girls.

But now girls are given equal opportunity as boys to avail studies. The result shows that girls

perform much better than boys throughout Primary studies and Secondary studies. Unfortunately

the number of girls who reach the university level decreases mainly due to cultural effects and

household responsibilities. At the moment 6.3% of Pakistanis are University Graduates

comprising of 8.9% males and 3.5% females. Most studies show that, on average, girls do better

in school than boys. Girls get higher grades and complete high school at a higher rate compared

to boys (Jacobs, 2002). Standardized achievement tests also show that females are better at

spelling and perform better on tests of literacy, writing, and general knowledge. These gender

differences have implications for girls’ future careers and have been a source of concern for

educators everywhere. There is evidence, however, that social cultural factors may influence

girls’ attitudes toward math and science. For example, parents tend to view math as more

important for sons and language arts and social studies as more important for daughters. Parents

are more likely to encourage their sons to take advanced high school courses in chemistry,

mathematics, and physics and have higher expectations for their success.

The literacy rate ranges from 87% in Islamabad to 20% in the Kohlu District. Between 2000—

2004, Pakistanis in the age group 55–64 had a literacy rate of almost 30%, those aged between

45–54 had a literacy rate of nearly 40%, those between 25–34 had a literacy rate of 50%, and

those aged 15–24 had a literacy rate of more than 60%. These data indicate that, with every

passing generation, the literacy rate in Pakistan has risen by around 10%. Literacy rates vary

regionally, particularly by sex. In tribal areas female literacy is 7.5%. Moreover, English is fast

spreading in Pakistan, with 18 million Pakistanis (11% of the population) having a command

over the English language, which makes it the 9th Largest English Speaking Nation in the world

and the 3rd largest in Asia. On top of that, Pakistan produces about 445,000 university graduates

and 10,000 computer science graduates per year.

6

LITERATURE REVIEW

7

LITERATURE REVIEWAccording to our secondary research the following information was gathered:-

This paper investigates gender differences in the academic ethic and academic

achievement among university students. We used survey data collected from students at a

medium-size state university in the Southeast. Results of our analysis indicate that

women are more likely to possess an academic ethic than men and that women also tend

to have higher GPAs.

Gender differences in education persist in the United States even after several decades of

intense scrutiny and policy change (Nowell and Hedges 1998; Ballantine 2001).

Education is like a dual-edged sword. It has been a source of advancement,

empowerment, and liberation for women, but it has also reproduced gender inequalities.

There is little doubt that education serves as a key for understanding gender issues in part

because it largely mirrors social relationships in society (Persell, et al. 1999:407). For

example, by examining gender in higher education we learn that one's gender is related to

one's educational attainment, which in turn is highly related to income. Nevertheless,

scholars have not paid sufficient attention to gender issues in higher education (Jacobs

1996). Regarding gender differences in academic achievement, in particular, most of the

attention has been at the elementary and secondary levels (Nowell and Hedges 1998;

Hallinan 2000).

Results from another study indicate that men are more likely to be either disengaged or

highly engaged in constructive educational activities while women are more likely to fall

in between these extremes into a more typical group (Hu and Kuh 2002).

Gender also seems to influence what type of student groups one affiliates with. Women

are more likely to be labeled as a "grind" whereas men are much more likely to be labeled

as a "recreate" (Kuh, Hu, and Vesper 2000). Grinds exhibit a high level of academic

effort and recreates are involved with sports and exercise. Students labeled as grinds

exhibited attitudes and behaviors very similar to those who have been identified as

possessing an academic ethic (see Rau and Durand 2000; Smith and Pino 2003).

8

RESEARCH METHODOLOGY

9

RESEARCH METHODOLOGY

Population:To explore whether there are significant gender differences in academic performance of students

in a university. The population is consists of National University students. And it is conducted

for purpose of knowing which factors affect the academic performance of university.

Sample:-The sample size which we have taken is the 30 students of the FAST-NU, which consists both

gender male and female. There will be 15 male students and 15 female students.

Research Instrument:-Our research instrument is informal structured interviews as researcher is assumed to be

unknown of the factors which affect the academic performance. And then there will be formal

questionnaires which will be circulated among the students to verify the presence and influence

of the suggested factors in the informal interviews. This report is all about to know the most

important factors as suggested by the questionnaires analysis.

Statistical Tool:Our research is the combination of facts and figure which are indicated by interviews collected

from the students and questionnaire. Statistical tool will be use to analyze the data is Excel or

SPSS.

10

GRAPHICAL REPRESENTATION

OF RESULTS

11

STUDENT’S CGPA

CGPA

   Frequency Percent

Cumulative Percent

Valid 2.0-2.5 11 36.6 36.6

2.6-3.0 8 26.0 62.6

3.1-3.5 11 36.6 100.0

Total 30 100.0  

2.0-2.5 2.6-3.0 3.1-3.527.0

28.0

29.0

30.0

31.0

32.0

33.0

34.0

35.0

CGPA

Percent

When students were asked about their CGPA, 36.6 percent of respondent’s CGPA lay under 2.0-

2.5, 26.6 percent respondent’s CGPA lay under 2.6-3.0 and remaining 36.6 percent respondent’s

CGPA lay under 3.1-3.5.

12

DAILY STUDY HOURS

Daily Spending Hours on Studies

    Frequency Percent

Cumulative Percent

Valid 1-2 hours 20 66.6 66.6

2-3 hours 9 30.0 96.6

3-4 hours 1 4.4 100.0

Total 30 100.0           

1-2 hours 2-3 hours 3-4 hours.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

DAILY SPENDING HOURS ON STUDIES

Percent

When students were asked about how many hours they spend on their studies daily, then we got

a certain percentage under a specified category. 66.6 percent of the students spend 1-2 hours on

their studies daily, 30 percent of students spend 2-3 hours on their studies and hardly there are

4.4 percent of students who spend 3-4 hours on their studies.

13

STUDY PREPARATION TECHNIQUE

Preparation Technique

Frequency Percent

Cumulative Percent

Valid Cramming (Ratta)

2 6.6 6.6

Reading through concept clarification

27 90.0 96.6

Lecture review 1 4.4 100.0

Total 30 100.0           

Cramming (

Ratta)

Reading t

hrough

concep

t clar

ification

Lecture

review

.0

20.0

40.0

60.0

80.0

PREPARATION TECHNIQUE

Percent

When students asked to answer which study technique they use, we got our answer that 6.6% of students use the cramming technique for preparation, and 90% of the students use the concept clarification technique and remaining 4.4% of students use the lecture review technique.

14

PERFORMANCE COMPARED TO OTHER STUDENTS

Overall Performance

    Frequency Percent

Cumulative Percent

Valid Top 3 10.0 10.0

Above Average

6 20.0 30.0

Average 21 70.0 100.0

Total 30 100.0           

Top Above Average Average.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

PERFORMANCE

Percent

When the students are asked to rank their performance compared to the other students, than 5%

of students ranked their performance at the top, and the 20 percent of the students ranked their

performance above average and rest 70 percent of the students ranked their performance at

average.

15

AFFECT OF TEACHER ON STUDIES AND GRADES

Affect of teachers

    Frequency Percent

Cumulative Percent

Valid Yes 19 63.4 63.4

May be 5 16.6 80.0

Sometimes 6 20.0 100.0

Total 30 100.0           

Yes May be Sometimes.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Percent

When the students asked about the affect of the teacher on their studies and grades, than 63.4% of them said yes, 16.6% of students said may be and 20% of students said teacher affects sometimes.

16

CGPA OF THE STUDENTS

Gender * CGPA of StudentsCount

    CGPA

Total    2.0-2.5 2.6-3.0 3.1-3.5Gender Male 4 7 4 15

Female 3 4 8 15

Total 7 11 12 30

2.0-2.5 2.6-3.0 3.1-3.5CGPA

0

1

2

3

4

5

MaleFemale

23% percent of respondent’s CGPA lay under 2.0-2.5, 36% percent respondent’s CGPA lay under 2.6-3.0 and remaining 40% percent respondent’s CGPA lay under 3.1-3.5.

26 and 20 percent of male and female students have CGPA between 2.0-2.5 respectively. 46% percent of the male students have CGPA between “2.6-3.0” and female students have the 25.5% percent CGPA between “2.6-3.0”. 26% of the male students have CGPA between 3.1-3.5 and female students have the more percentage than male in this category which is 53%.

Percentage of female students is higher than male students only under two categories (2.0-2.5, 3.1-3.5).

17

STUDENT SPEND DAILY HOURS ON THEIR STUDIES

Gender * Daily Spending Hours on Studies

Count

    Daily Spending Hours on Studies

Total    1-2

hours2-3

hours3-4

hoursGender Male 12 2 1 15

Female 8 7 0 15

Total 20 9 1 30

1-2 hours 2-3 hours 3-4 hoursDaily Spending Hours on Studies

0

1

2

3

4

5

6

7

8

MaleFemale

66.6 percent of the students spend 1-2 hours on their studies daily, 30 percent of students spend 2-3 hours on their studies and hardly there are 4.4 percent of students who spend 3-4 hours on their studies.

Out of 65 percent of those students who spend 1-2 hours on studies, 40% of the male students and 25% of female students who spend 1-2 hours on their studies. There are only 5% of the male students who spend 2-3 hours on their studies and 25% of female students who spend 2-3 hour on their studies

Most of the female students spend their time on their studies while the male students spend less time than female students.

18

STUDY PREPARATION TECHNIQUE OF STUDENTS

Gender * Preparation Technique

Count

    Preparation Technique

Total    Cramming

(Ratta)

Reading through concept

clarification

Lecture review

Gender Male 3 9 3 15

Female 4 9 2 15

Total 7 18 5 30

Cramming (Ratta) Reading through concept clarification

Lecture review

Preparation Technique

0

1

2

3

4

5

6

7

8

9

Series1Series2Series3

5% of students use the cramming technique for preparation, and 90% of the students use the concept clarification technique and remaining 5% of students use the lecture review technique.

Most of the students prefer reading through concept clarification technique. There is equal percentage that is 45%, of male and female students who prefer this technique.

And the 5% of the male students prefer the lecture review and 5 % of the female students prefer the cramming (Ratta).

19

OVERALL PERFORMANCE COMPARED TO OTHER STUDENTS

Top Above Average AverageOverall Performance

0

1

2

3

4

5

6

7

8

9

MaleFemale

Most of the students ranked their performance at average, 40% of the male and 30% of female

students ranked their performance at the average. It means the both gender see themselves at

average in performance compared to other students. 15% of the female and 5% of the male

students rank themselves above average in performance compared to others. And also there are

some male and female students who rank themselves at the top in performance.

20

Gender * Overall Performance

Count

    Overall Performance

Total   

TopAbove

Average AverageGender Male 3 3 9 15

Female 2 5 8 15

Total 5 8 1 30

AFFECT OF TECHER ON STUDIES AND GRADES

Gender * Affect of teachers

Count

    Affect of teachers

Total   

Yes May beSometime

sGender Male 9 2 4 15

Female 7 4 4 15

Total 15 6 8 30

Yes May be SometimesAffect of teachers

0

1

2

3

4

5

6

7

8

9

MaleFemale

When the students were asked affect of teachers on studies and grades than 35% of male students

and 30% of female students said yes, the teacher affect our studies and grades. 5% of male and

10% of female students said may be teacher affect the studies and grades and 10% of both

gender said sometimes teacher affects.

21

INTERPRETATION AND ANALYSIS

22

INTERPRETATION AND ANALYSIS

Our research focuses on the descriptive research of gender differences in academics in a

university. We have tried to cover all the respective areas in our research including study hours,

study techniques, CGPA etc.

According to our questionnaires the following results have been interpreted:-

When we asked whether classroom facilities affect their understanding then the response

was negative. Both genders claim that teacher and their methodology matter not the

facilities.

According to the research, girls spend 2-3 hours of their time studying whereas boys

spend 1-2 hours of their time. This can be due to the fact the boys of 18-25 years of age

spend a lot of time outdoors and even prefer practical activities then descriptive work.

The research states that there is no difference in the study preparation technique between

females and males which is reading chapters through concept clarification. Many bright

students with 3.1 and above CGPA prefer more techniques such as reading slides lecture

review and cramming. The preparation states no gender differences.

When asked whether the teacher affects the performance of the student then the reply was

mostly yes among both males and females. But more in males. This can be due the fact

that most male teachers are lenient with females and strict with males. There can also be

the concept of favoritism among students.

After evaluation it has been observed that the proportion of females is more equally

distributed then the males. Females mostly rank themselves as above average and

average. Males have a higher level of average students then females. This may also be

due to the personality differences in males and females as evaluating themselves.

One of our questions was about their field of interest and why. The results were that

mostly females field of interest are chosen by their family members but more liberal ones

are in the field of their interest. Males focus more on entrepreneurship and business

employees (marketing or finance). Females prefer HRM management or any area that is

of fashion and creativity.

23

We occurred a bias when the question about future life after graduation was asked in

which most females reply was an occupation as a housewife but they were not

comfortable answering it honestly.

In interviews it was observed that there is also difference in decisions and mindsets in

between students of the same gender. This is due to the family background, income and

other factors that shape an individual.

24

Conclusion

25

CONCLUSION:

To summarize, gender differences seem to exist in students' ethical standards, levels of

academic engagement, kinds of peer groups, and motivations for academic endeavor, with no

significant differences in academic achievement. What differentiates men and women seems

to be their ethical and behavioral approaches to their academic pursuits, social environment,

and more or less traditional gender ideology. It is therefore necessary to consider how

academic approaches as well as social contexts are related to academic performance for men

as opposed to women, while being mindful of the role gender ideology plays in individual

decision-making and socialization.

There is also a clash between cultures due to which there is a difference in the results of our

secondary research and primary research. Cultures and family background affect the choices

made by students. Their level of intellect and IQ is a sole reason for academic differences.

Genetically heritage also draws a line difference in the response of students.

26

APPENDIX

27

Questionnaire

SURVEY ON GENDER AND PERFORMANCE IN A UNIVERSITY

Name (Optional): _________________________________________________________

Discipline: ______________________________________________________________

Semester: ________________________________________________________________

Age:

15-20 21-25 26-30 above 30

Gender:

Male female

Q#1: What is your CGPA?

2.0-2.5 2.6-3.0 3.1-3.5 3.6-4.0

Q#2: How many hours do you spend on your studies daily?

1-2 hours 2-3 hours 4-5 hours above 5 hours

Q#3: What is your study preparation technique?

Reading slidesCramming (Ratta)Reading through concepts clarificationLecture review

Q#4: How do you rank your overall performance compared to the other students?

TopAbove averageAverageBelow average

28

BottomQ# 5: Rate which activity do you think has priority? (1= high priority, 3= less priority)

Studies Sports Clubs

Q#6: Do teachers affect your studies and grades?

Yes No May be Sometimes

Q#7: Where do see yourself after your studies? ______________________________________________________________________________

Q#8: What is your field of interest? And why?

______________________________________________________________________________

Q#9: Why did you choose this field?

_____________________________________________________________________________

Q#10: Do classroom facilities enhance the understanding of the subject? If yes than how?

______________________________________________________________________________

29

S#1 age Gender Q1 Q2 Q3 Q4Q5

Q6Studies Sports Clubs

1 2 1 1 1 3 1 1 3 2 12 2 1 2 1 3 3 1 2 3 13 2 2 3 2 3 1 1 3 2 44 2 1 1 1 3 3 1 2 3 15 1 1 2 1 4 3 3 1 2 46 1 2 1 1 3 2 1 3 2 17 2 2 3 2 3 3 1 2 3 18 2 2 3 2 3 3 1 2 3 19 1 1 2 1 3 3 1 2 3 3

10 2 2 1 2 3 2 2 1 3 111 1 2 3 1 3 2 1 2 3 112 1 1 2 1 3 2 2 1 3 113 2 2 2 1 3 3 3 1 2 114 2 2 1 1 3 3 2 1 3 315 2 2 3 2 3 3 1 3 2 416 2 1 3 3 3 3 1 3 2 117 2 2 1 1 2 3 3 2 1 318 2 1 3 1 3 3 1 2 3 419 1 1 1 1 3 3 1 3 2 120 1 1 2 2 3 3 2 1 3 121 1 1 2 2 3 3 2 1 1 422 1 2 1 1 4 2 1 2 1 123 2 1 3 3 2 1 1 1 2 424 1 1 3 2 3 2 3 1 3 225 2 2 2 1 3 1 1 2 2 226 2 1 2 1 2 3 1 2 3 127 2 2 2 2 2 2 2 3 1 328 1 1 1 3 3 3 3 1 3 429 1 2 3 2 3 2 1 1 2 130 2 2 2 1 4 3 1 2 1 2

Code Sheet

30

BIBLIOGRAPHY

ideas.repec.org/p/met/wpaper/0417.html

en.wikipedia.org/wiki/Education_in_Pakistan

www.physorg.com/news199502660.html

www.erc.metu.edu.tr/menu/series04/0417.pdf

ideas.repec.org/p/met/wpaper/0417.html

http://idak.gop.edu.tr/isenturk/calismalar/gpa.pdf

31