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Gender and syllabus based study approaches and academic performances

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dc.title Gender and syllabus based study approaches and academic performances en
dc.contributor.author Jayawardena Chandana, Liyanarachchi, Nanayakkara
dc.contributor.author Kuruppuge, Ravindra Hewa
dc.relation.ispartof Journal on Efficiency and Responsibility in Education and Science
dc.identifier.issn 2336-2375 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2012
utb.relation.volume 5
utb.relation.issue 3
dc.citation.spage 115
dc.citation.epage 124
dc.type article
dc.language.iso en
dc.publisher Czech University of Life Sciences Prague
dc.identifier.doi 10.7160/eriesj.2012.050301
dc.relation.uri https://www.eriesjournal.com/index.php/eries/article/view/58
dc.subject study process approaches en
dc.subject gender en
dc.subject syllabus en
dc.subject academic performances en
dc.subject high schools en
dc.description.abstract The objective of the study was to examine the impact of gender-wise and syllabus-wise study approaches in academic performances of high school students. Study involved ninety high school students (45 girls, and 45 boys) randomly selected from two high schools in Galle, and Gampaha, Sri Lanka. Study process of respondents was measured by employing the ‘revised two-factor Study Process Questionnaire’ of Biggs et.al (2001). Descriptive and inferential analyses of data were conducted by using the SPSS software. The Study Approaches (including study motives, and study strategies) employed by respondents during the study process were examined. Relationships were tested among study process variables pertaining to the gender, and syllabus of respondents and their academic performances. High School girls have indicated deeper study methodologies in comparison to the boys. Science stream students recorded deeper study methodologies, and Arts stream students recorded surface study methodologies. Girls recorded superior examination results over boys. A positive relationship was found between the surface study approach and Academic performances of girls. Study highlights the necessity of defining, and applying integrated study process approaches, and evaluation techniques for the vitality of education. © 2012, Czech University of Life Sciences Prague. All rights reserved. en
utb.faculty Faculty of Management and Economics
dc.identifier.uri http://hdl.handle.net/10563/1009797
utb.identifier.obdid 43869256
utb.identifier.scopus 2-s2.0-84885443566
utb.identifier.wok 000435788200001
utb.source j-scopus
dc.date.accessioned 2020-07-29T07:30:39Z
dc.date.available 2020-07-29T07:30:39Z
dc.description.sponsorship Internal Grant Agency of FaME TBU [IGA/FaME/2012/038]
dc.rights Attribution 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Jayawardena Chandana, Liyanarachchi, Nanayakkara
utb.fulltext.affiliation L N A Chandana Jayawardena 1,2, R H Kuruppuge 2 1 Tomaš Baťa University in Zlin, Czech Republic 2 University of Peradeniya, Sri Lanka chandanacj@gmail.com
utb.fulltext.dates Received: July 31, 2012 Received in revised form: September 25, 2012 Accepted: September 26, 2012 Available on-line: September 30, 2012
utb.fulltext.sponsorship Authors are thankful to the Internal Grant Agency of FaME TBU No. IGA/FaME/2012/038 (Emotional Intelligence in adding value to academic performances and managerial effectiveness) for financial support to carry out this research.
utb.wos.affiliation [Jayawardena, L. N. A. Chandana] Tomas Bata Univ Zlin, Zlin, Czech Republic; [Jayawardena, L. N. A. Chandana; Kuruppuge, R. H.] Univ Peradeniya, Peradeniya, Sri Lanka
utb.scopus.affiliation Tomaš Bafa University in Zlin, Czech Republic; University of Peradeniya, Sri Lanka
utb.fulltext.projects IGA/FaME/2012/038
utb.identifier.jel -
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