6. The Impact of Gender Difference Motivating Assessing and Grading Students Performance.pdf (original) (raw)
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The Impact of Gender Difference Motivating Assessing and Grading Student's Performance
This experiment was conducted to find out the influence of grade incentives and gender on student's performance at the graduate level. We perform a two way analysis of variance on a sample of three groups of students taking a first-year core mathematics course and another three groups taking a fourth-year compulsory accounting course. We find that grade incentives significantly affect student performance for both sampled courses across all six groups. Gender is found to significantly affect the performance of mathematics students, but not of accounting students. The interaction between gender and grade incentives does not have a significant impact on performance in either experiment.
The effect of grading policies and student gender on academic performance
Journal of Accounting Education, 1992
To reconcile divergent research findings concerning gender effects and academic performance, it may be necessary to look past main effects for gender and examine the effect of educational context. Instructor grading policies, defined as the weight given to tests, quizzes, homework, and so on in determining course grades, are introduced as an aspect of educational context. Because of prior socialization and differences in their work needs, male and female students may comply with grading policies in different ways. Therefore, grading policies can result in systematic gender effects on course grades. Course grades (N = 1,797) from all sections of introductory accounting courses at three state universities were analyzed, using final exam scores as a covariate. As hypothesized, student gender and homework percentage interactively affected performance. At the university where no credit was given for homework, males received higher final exam scores and course grades. However, at the university where homework determined 11% of the course grade, females received higher course grades, despite receiving final exam scores equivalent to those of males.
Does Relative Grading Help Male Students? Evidence from a Field Experiment in the Classroom
The provision of non-pecuniary incentives in education is a topic that has received much scholarly attention lately. Our paper contributes to this discussion by investigating the effectiveness of grade incentives in increasing student performance. We perform a direct comparison of the two most commonly used grading practices: the absolute (i.e., criterionreferenced) and the relative (i.e., norm-referenced) grading schemes in a large-scale field experiment at a university. We hypothesize that relative grading, by creating a rank-order tournament in the classroom, provides stronger incentives for male students than absolute grading. In the full sample, we find weak support for our hypothesis. Among the more motivated students we find evidence that men indeed score significantly higher on the test when graded on a curve. Female students, irrespective of their motivation, do not increase their scores under relative grading. Since women slightly outperform men under absolute grading, grading on a curve actually narrows the gender gap in performance.
Journal of Accounting Education, 2010
The paper evaluates gender differences in the achievement of accounting students using data from students at a large public institution in the USA. Whether one gender outperforms the other is a question that has remained open in the literature, primarily because measures have been confounded by rewards for effort. This paper finds that in an environment where effort is not materially rewarded per se, but serves as a significant means to prepare for grade-bearing evaluations, females do not significantly outperform males. Female student do, however, exert a greater amount of effort. Measures used in this study were assembled by the computer software that managed the student interface, providing practice questions, quizzes, and examinations. Implications for educational choices made by accounting instructors are offered. (P.M. Goldwater). 1 Tel.: +1 407 823 5754.
Grades, Gender, and Encouragement: A Regression Discontinuity Analysis
The Journal of Economic Education, 2010
This study employs a regression discontinuity design in order to provide direct evidence on the effects of grades earned in economics principles classes on the decision to major in economics and finds a differential effect for male and female students. Specifically, for female students, receiving an "A" for a final grade in the first economics class is associated with a meaningful increase in the probability of majoring in economics, even after controlling for the numerical grade earned in the class. This suggests that, for female students, the feedback that is embedded in the course letter grade has an encouragement effect on their decision to study economics further. It finds no evidence of a similar effect for male students.
Gender and Academic Performances
Academic performances of male and female students were compared using grades obtained the various levels. The student t-test and Regression analysis were used. The result shows that: The female students score high in the upper grades A's, B's and C's while the Male student have more of D's, E's and F's. Both Male and Female students are putting in more efforts over the years in increasing the number of A's and B's they obtain. There is a reduction the number of C's, D's and F's. On the number of E's, the female students are decreasing the number they get so as to bring up their FCGPA, whereas the male students are increasing theirs thereby decreasing their FCGPA. The rate of improvement over the years is faster for the female students than the male students. The female students have a higher FCGPA than the male students. Female students perform better than their male counterparts
The determinants of undergraduate degree performance: how important is gender?
British Educational Research …, 2009
This study uses data drawn from three recent cohorts of undergraduates at the University of Sussex to investigate the key determinants of degree performance. The primary theme of the study is an examination of the gender dimension to degree performance. The average 'good' degree rate for female students was found to be superior to the male rate. The modest raw gender differential in first class degree rates favoured women but was found to be attributable to their better endowments, particularly pre-entry qualifications. The largest differential favouring women was in the II:i classification, where almost all of the difference was attributable to differentials in coefficient treatment rather than endowments (or characteristics). The analysis undertaken also allowed the investigation of a number of sub-themes relating to the effects on degree performance of, inter alia, pre-entry qualifications, ethnicity, socio-economic background and health disability. The largest effects were reserved for the role of pre-entry qualifications with more modest effects detected for ethnicity and socio-economic background.
Gender Differences to Relative Performance Feedback: A Field Experiment in Education
2017
Individuals care about both their absolute performance and their performance relative to others. For example, workers satisfaction is affected not only by their nominal wage but also by the comparison of their salaries relative to colleagues. We analyze the effect of providing relative performance feedback using a field experiment with university students. Untreated students misplace themselves in the grade distribution. Poor performing students over report their placement (they say that they have a better position in the classroom ranking than they actually have). On the other hand, good students (especially women) under place themselves: they report that they don’t perform as well as they actually do. We experimentally change the information that treated students have, so they know exactly how they perform relative to their peers. We find that the information feedback has asymmetric effects for men and women. Treated men report higher satisfaction with their GPA while treated wome...