Running head: Effects and Correlation of Gender, Academic Performance

Effects and Correlation of Gender, Academic Performance, Reported Preparation Time and

Confidence Level on High School Projects

Beth Littman

Metro Early College High School

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Abstract
This study examines how gender, academic performance, and reported preparation time relate to

each other, and how they affect an individual’s confidence in performance on a project. For this

study, a survey was sent to the entire student body (apx. 400 students ) of a grades 9-12 high

school in Columbus, Ohio. A total of 116 students responded, and this study looked at a random

sampling of 99 results. Results suggest that girls had slightly higher academic performance and a

slightly lower confidence level and satisfaction with grades received. Additionally, research

shows that females spend more time preparing for projects than males. However, no research

was conducted comparing specific academic subjects with academic performance, and research

involving motivation and the effect on previously mentioned topics. Further research should

should address influence of motivation, and specific academic subjects, gender, and academic

performance.

Keywords: gender, academic performance, preparation time, confidence level

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Table of Contents

Abstract 1
Table of Contents 2
Introduction 3
Research 4
References 6
Appendix 8
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Introduction
It is often assumed that females have higher academic performance than males. However, there

is little focus on confidence level, and even less focus on correlation between genders, academic

performance and confidence level. Ghazvini & Khajehpour (2011) conducted a study evaluating

gender differences in cognitive motivational variables and academic performance in literature

and mathematics. They found there are differences in the cognitive-motivation of boys and girls,

but there are no differences between genders in external locus of control, or the blaming of

outside forces for events in life. They also concluded that girls have higher academic

performance in literature, while boys have higher academic performance in mathematics.

Additionally, Pintrich & Groot (1990) conducted a study looking at the relationships between

motivation, self-regulated learning, and classroom academic performance. They found that

students who believed they were capable were more likely to report use of cognitive strategies;

such as rehearsal, elaboration, and organizational strategies and other methods used to solve

problems; and to persist more often at difficult or uninteresting academic task. They also found

that self-regulation was the best predictor of academic performance. All of this led to a question

of how gender, academic performance, and reported preparation time affect confidence level of

performance on a project.
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Research

Methods

The common assumption that girls have a lower confidence level but higher academic

performance intrigued me. Instead of limiting the data to one gender, I decided to include both

genders, to compare confidence level, academic performance, and preparation level, between

males and females. A survey is the best way to get a data sample from an entire audience in a

short amount of time. I chose to survey an audience that thoroughly shows a good sample of

academic performance, and therefore sent a survey (see Appendix A) to the entire student body

of one grades 9-12 high school in Columbus, Ohio. Survey questions asked students about their

grades in their first four classes periods, rating their current grade from 0%-60%, 60%-75%,

75%-90%, and 90%+; the amount of time they prepared on their most recent project or paper;

their confidence level on that project/paper on a scale of 1-10; and if they felt the grade they

received met their expectations.

Findings and Data

Having conducted a survey , I received 116 responses. Through a random sampling of 99

responses, with a make-up of 60 females and 39 males, conclusions were drawn. Responses were

compared between females and males, to determine overall results (See Appendix B) . Overall,

of the 60 females who each reported 4 class grades (240 class grades total), 69% were a 90% or

higher; and of the 39 males who each reported 4 class grades (156 grades total), 63% of the

grades were over a 90%. Out of the 396 total grades, 67% were a 90% or higher, and 88% of the

total grades were an 75% or higher. The overall (considering both genders) median reported

hours spent preparing for a project or paper was 2-3 hours. Split by gender, 53% of females spent

3 hours or more, while 38% of males spent 3 hours or more. The average confidence level for
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females was 7.63 out of 10, and for males, 7.74 out of 10. The overall confidence level was

7.685. 18.33% of females were not satisfied with their grade, and 17.95% of males were not

satisfied with their grade. Overall, 18.18% of students were dissatisfied with their grade.

Themes & Patterns

The data was surprisingly similar between genders. The data that had the biggest differential

between genders was the preparation time, and confidence level had the smallest differential

between genders. For class periods 1-3, a higher percentage of females had a grade of 90% or

higher in their class. However, a higher percentage of males had a 90% or higher in their 4th

period class. The survey did not ask students what subject corresponded with each class period,

so the correlation was purely coincidental.

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Discussion, Conclusion, Recommendations

The biggest correlation of gender was preparation time, but data does not seem extremely

correlated to preparation time and gender. Those who prepared 3-4 hours, regardless of gender,

were slightly less satisfied than those that prepared 2-3 hours and 5-6 hours. The focus of

specific subject areas is reported by Ghazvini & Khajehpour (2011), who concluded that females

have higher academic performance in literature while males have higher academic performance

in mathematics. Additionally, Pomerantz, Altermatt, & Saxon (2002) found that females

outperform males in all of the subjects the study researched.

Overall, the data suggests that gender has only a slight effect on academic performance

and confidence level. However, there is little focus on confidence level, and even less focus on

correlation between genders, academic performance and confidence level. If the study was to be

reconducted, it would need to focus on academic performance in specific subject areas, and a

differential of individual and group projects. Additionally, if the study was to be conducted

again, researching motivation may also be valuable, as shown by Pintrich and Groot.
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References

Ghazvini, S. D., & Khajehpour, M. (2011). Gender differences in factors affecting academic

performance of high school students. Procedia - Social and Behavioral Sciences,15,

1040-1045. doi:10.1016/j.sbspro.2011.03.236

O'Dea, R., & Nakagawa, S. (2018, October 04). Study of 1.6 million grades shows little gender

difference in maths and science at school. Retrieved October 22, 2018, retrieved from

https://theconversation.com/study-of-1-6-million-grades-shows-little-gender-difference-

in-maths-and-science-at-school-101242

Parker, J. D., Creque, R. E., Barnhart, D. L., Harris, J. I., Majeski, S. A., Wood, L. M., . . .

Hogan, M. J. (2004). Academic achievement in high school: Does emotional intelligence

matter? Personality and Individual Differences,37(7), 1321-1330.

doi:10.1016/j.paid.2004.01.002

Pintrich, P. R., & Groot, E. V. (1990). Motivational and self-regulated learning components of

classroom academic performance. Journal of Educational Psychology,82(1), 33-40.

doi:10.1037//0022-0663.82.1.33

Pomerantz, E. M., Altermatt, E. R., & Saxon, J. L. (2002). Making the grade but feeling

distressed: Gender differences in academic performance and internal distress. Journal of

Educational Psychology,94(2), 396-404. doi:10.1037//0022-0663.94.2.396

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Appendix

Appendix A
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Appendix B
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