Thesis Final Output

A COMPARATIVE STUDY OF THE TEACHING STRATEGIES AS USED BY MALE AND FEMALE TEACHERS
A Thesis proposal presented to Far Eastern University-Manila In Partial Fulfillment of the requirements For the Degree Bachelor of Secondary Education Major in English Submitted by: Acob, Shariffa Mae Mariano, Remy Navalta, Hanah Abegail Nuqui, Maria Venus
March 2013
CHAPTER 1: The Problem and its Background
Background of the study: Teacher and student interaction plays a very vital role in classroom management. The teaching strategies of the teacher are various it has a big impact on the academic performance of the student, and sometimes it depends on the gender of the student.
2
The teacher's gender can also affect the academic of the students because some students are not treated fairly because of their gender and their teachers gender. One theory asserts that the teachers gender shapes communications between teacher and pupil, while another says that the teacher act as gender role model regardless of what he or she says or does (Dee, 2006).
3
Gender and other variables can also shake the interest in teaching and learning. The interest of the students depends on the teachers way of handling the learning process inside the classroom. The teacher must bear in mind the things must be done to which the students can be motivated to learn that whatever a teacher can inject to his or her subject matter.
4
The researcher choose this topic about the gender differences in teaching for us future teachers to know what strategy to use in our students based on their gender, and for us to know how to treat our students fairly. It is also useful for us future teachers for us to know what the impact of gender in teaching is, and how effective these strategies are.
5
Theoretical Framework: 1. Sexual orientation theory 2. Social learning theory 3. Piaget's theory of cognitive development 4. Gender schema theory 5. Psycho Analytic Theory
Conceptual Paradigm:
INPUT 1. Profile of the respondents A. Teachers B. Students 2. Assessment of the difference between the male and female teachers A. Teaching strategies B. Teaching evaluation C. Disciplinary interaction D. Classroom management E. Curriculum planning 3. Level of teaching effectiveness of male and female teachers PROCESS OUTPUT
Assessment of the data through the following: Questionnaire Interview Observation
Proposed programs to enhance the gender teaching effectiveness of the teachers.
Statement of the Problem 1. What is the profile of the Teachers respondents according to: Gender Age Highest Education Attainment Number of seminars and trainings attended Students respondents: Age Gender Year level
8
2. Is there a significant difference between the male and female teachers according to: A. Teaching strategies B. Teaching evaluation C. Disciplinary Interaction D. Classroom Management E. Curriculum Planning
9
3. What is the level of teaching effectiveness of male and female teachers as perceived by: Students Administrators Co-teachers 4. What programs can be proposed to enhance the gender teaching effectiveness of teachers in the classroom
10
Significance of the Study 1. Male and female teachers 2. Administrator 3. Students 4. Researchers
11
Scope and Delimitations of the Study

Scope This study delimited its investigation due to the limited duration for the researchers to conduct this study, Ramon Magsaysay High school was chosen , there were 4 male teachers and 4 female teachers and 30 students were asked to be representatives as respondents in this study. Delimitation: The researcher limited this research to 4 Secondary Male and Female Teachers who are currently teaching in Ramon Magsaysay High school, and 30male and female students who are presently studying in Ramon Magsaysay High school. 12
Definition of Terms: 1. Assessment 2. Curriculum 3. Gender 4. Gender Awareness 5. Teaching Strategy
13
CHAPTER 2 Review of Related Studies and Literature
I. Overview: In past decades, school systems, in nearly all countries of the world have seen a gender-specific change in educational achievement. Trend statistics reveal a striking reversal of a gender gap that has once favored males: girls have surpassed boys in many aspects of the educational system.
14
I. Overview: There is an on-going, contentious debate on whether the gender of the teacher can account, in part of the educational disadvantage of males. Gender gaps in educational outcomes are a matter of real and growing concern (Dee, 2006).
15
I. Overview: . Despite apparently widespread acceptance of the view that the gender gap in achievement stems from the dearth of male role models in schools, a growing body of research (undertaken in different parts of the world) has indicated that the influence of a teachers gender on educational outcomes should not be exaggerated (Carrington, Francis ,Hutchings ,Skelton, Read, Hall 2007).
16
II. Gender Studies in Education

1. John M. Krieg about the Student Gender and Teachers Gender: What is the Impact on High Stakes Test Scores? -There is a large literature establishes that boys and girls are treated differently in the classroom. It suggests that the treatment depends upon the gender of the teacher. - Regardless of the gender, students of male teachers perform worse than students of female teachers and last there is no significant differential impact of male teachers on boys versus girlsboth do equally poorly relative to students of female teachers. These findings cast doubt on the argument that teachers instruct students differentially based upon student gender.
17
2. Christine Skeleton and Barbara Read- Male and female teachers evaluative responses to gender and the implications of these for the learning environments of primary age pupils. - many teachers use gender as means of informing their chosen curriculum and management practices approaches. - The theoretical premise of this article is, then, that assessment is culturally suited and a variety of structural issues, including gender, impact on processes of assessment (Elwood & Murphy, 2000; Read & Francis, 2005).
18
3. Lotte Bogh Anderson research on Teacher diversity: Do male and female teachers have different self-efficacy and job satisfaction - female teachers have higher self-efficacy and job satisfaction, and that these gender differences are partly explain by the female teacher's higher level of empathy.
- The differences between male and female teachers do not, however, depend on the proportion of female teachers at the specific school or on the gender of the school principal.
19
4. Carrington, Francis, Hutchings, Skelton, Read and Hall -no little evidence to support the view that the feminized nature of the teaching profession and concomitant shortage of male role models in schools has an adverse effect on boys levels of academic motivation and engagement.
- The Majority of children, irrespective of gender, felt that their teachers-whether men or women encouraged them and wanted them to work hard. Similarly the majority believed that their teachers acted in consistent, fair and even-handed manner. - Although the findings may have pointed to higher levels of disaffection and stubbornness among the boys, there no evidence to suggest that this gendered response to schooling was less marked in classes taught by men than those taught by women
20
5. Neugebauer, Helbig and Landman in 2010, if the teachers gender can explain the Boy Crisis in Educational Attainment, - The claim that a lack of male teachers is responsible for the boy crisis in education is highly popular internationally, both in some parts of academia and among the broader public. - The outcome of their study is that, they find out that boys do not benefit from male and female teachers and girls do not- at least no sign, neither with regard to their significantly benefit from female teachers and girls do not at least or significantly-benefit from male and female teachers, neither with regard to their academic performance as measured by test scores, nor with regard to their grades.
21
6. Mercy O. Omobude- teachers level of Gender effectiveness in public and private secondary schools in Oredo Local Government Area of Edo State, - The result of the same training both categories of teachers are exposed to. However the differences in the levels of motivation and supervision shows those private schools male and female teachers are more effective than public male and female school teacher. In private schools, teachers are carefully supervised to ensure that they do just what they are employed to do. Similarly, salaries are relatively paid as and when due to motivate them to do their work as expected.
22
7. Antecol, Eren and Ozbeklik Effect of teacher gender on student achievement in primary school - The effects of having a female teacher on the math test scores of students in primary school. They found out that female students who were assigned to a female teacher without a strong math background suffered from lower math test scores at the end of the academic year. This negative effect however not only seems to disappear but it becomes (marginally) positive for female students who were assigned to a female teacher on male students test scores (math or reading) or female students reading test scores.
23
8. Amita Chudgar and Vyjayanthi Sankar The relationship between teacher gender and student achievement: evidence from five Indian states in 2008 - There is little conclusive evidence available on the relationship between teacher gender and student achievement. - They have found evidence that male and female teachers have different teaching styles. Research on gender differences in teaching practice has been primarily qualitative. Their research shows that male and female teachers do have different style in terms of gender and in the time they spend on lecturing an activities (Laird, Garver and Niskode 2007).
24
III. Teaching Strategies in High School:

1. Fakhra Azis, Muhammad Saed Akhtar and Muhammad Rauf ; The Motivation Level of Trained Male and Female Teachers at Higher Education Level in Pakistan -Their study provided objective findings on male and female teachers motivation. The study also revealed the factors, which were motivating for the teachers at higher education level. - They found out that teachers motivation is different at different levels. Self-esteem and self-actualization needs are comparatively more significant for teachers at higher education level than teachers at lower levels. Further male trained teachers are more motivated than female teachers.
25
2. Janet Smiths study about Male primary teachers: Disadvantaged or Advantaged? - She explored the experience of male primary school teachers and ways in which their work is constructed and represented by both society and the media.
26
3. Jochem Thijs and Maykel Verkuyten-The roles of Teacher Behavior, Personal Engagement, and Gender. - 3 types of hypothetical teacher behavior: Authoritarian, Authoritative, permissive. - The effects of the authoritative and authoritarian teachers versus permissive teachers on anticipated situational engagement were more positive (or less negative) for students with high versus low personal engagement. Also, the positive effects of the authoritative and permissive teachers versus the authoritarian teacher were stronger for female students than for male students.
27
3. The research conducted by Thomas Dee about the Teacher and the Gender Gaps in Student Achievement - the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects) - Within-student comparisons based on these data indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance of student engagement with the teachers subject.
28
4. Dr. Roshan Lal (2012) does a Comparative study of job satisfaction and attitude towards education among male and female teachers of degree colleges. - Thus, it is inferred that male and female teachers are not different from each other on job satisfaction variable. The further conclusion is that both the male and female teaching degree colleges have unfavorable attitude towards education. -Therefore it is evident that female degree colleges teachers have more favorable attitude towards education as compared to then is male counterparts.
29
5. Fakhra Aziz, Muhammed Saeed Akhtar &Muhammed Rauf - The Motivation Level of Trained Male and Female Teachers at Higher Education Level in Pakistan: A Comparative Study. - The following are the factors that affect the teachers motivation; Recognition, Potential for professional growth, Interpersonal relationship with colleagues, Salary, Job security, Status, Interpersonal relationship with students, Work itself, A one-time monetary award, Being selected as teacher of the year. - As a conclusion to their study, Trained However, females have higher self-esteem needs than males. Female at this stage are more conscious about status and recognition that at lower levels. Male teachers responded similarly but to less extent. 30
IV. Synthesis - that gender of the teacher affect the students academic performance in school - differently according to their gender and their teachers gender; it explores the impact of teacher and student gender differences on standardized test scores. - many teachers use gender as means of informing their chosen curriculum and management practices approach - Female teachers have higher self-efficacy and job satisfaction than male teachers, and that these gender differences are partly explain by the female teachers higher level of empathy. - Furthermore male and female teachers have different style in terms of the time they spend on lecturing and classroom activities. In addition to this theres no evidence of a benefit from having same-sex teacher, neither for boys nor for girls.
31
CHAPTER 3: RESEARCH METHODOLOGY Research Design: - Descriptive Method according to Sevilla, descriptive research is directed toward ascertaining the prevailing conditions, - This approach to problem solving seeks to answer the comparison between male and female teaching strategies and which of them is better and how it affects the academic performance of the students. Another is, in this approach it seeks to answer whether gender informs teachers assessment of childrens abilities as learners.
32
Research Participants: - The researchers subject will be both students and teachers - the 10 Secondary Male Teachers and 10 Female Teachers as well as 30 students
33
Research Environment: The Researchers choose Ramon Magsaysay High School in Espana Manila
34
Research Instruments: 1. Questionnaire The ff: are present in the students survey a. Personal Data form of the respondents includes his/her Name, Age, Year Level and his/her gender.
b. Deal on the perception of respondents relative to High school students in Ramon Magsaysay Espana Manila on the ff aspects:
Teaching strategies Teaching evaluation Disciplinary Interaction Classroom Management Curriculum Planning
35
Teachers survey consisting of 3 parts, namely: Socio Demographic profile of the respondents The Respondents Highest Educational Attainment and Monthly Salary The use of Instructional Materials, Motivational Activities, provides Consultation hours and the Disciplinary Strategies of Teachers towards students.
36
b. Documentary Analysis- the researcher will review several documents considered relevant to this study. c. Interview d. Observation
37
Research Procedures The researchers gather the data by formulating a self-rating scale, a self-made test by the researchers that contained questions regarding the views and perceptions of the respondents regarding the Teachers strategies, Teachers Evaluation, Disciplinary Interaction, Classroom Management and Curriculum Planning.
38
The researcher personally met the administrators and teachers respondents to administer the questionnaire. Copies for students are hand over to the teachers and retrieving after they have fully answered the questionnaire.
39
Statistical Treatment of Data Percentage. The percentage will be computed to present the findings on the profile of the respondents and problems related to the operation of the enterprise. This will be adopted to compare the frequency of the item response to the total number respondents. The formula used is: P =
n N
100
Where: P = Percentage n= Number of response falling under a particular category N= Total number of respondents
40
Weighted Mean. This is a technique that will be used to measure the central tendency in cases where some values are given more importance than others. This will also be applied on the assessments pertaining to the extent of influence of the seminar on the institution.
The formula is:
fx N
Where:
= Weighted Mean = Symbol of summation = Frequency of response = Scale Value = Total number of respondents
41
F X N
The item means shall be interpreted using a 5-point scale. The scale that was adopted consisted of the following:
Units Weight Range of Mean Values Interpretation Symbols
5 4 3 2 1
4.51- 5.00 3.51- 4.50 2.51- 3.50 1.51- 2.50 1.00-1.50
To a very high extent High extent Moderate extent Slight extent No extent at all
(VHE) (HE) (ME) (SE) (NE)
42
Analysis of Variance This is a technique in inferential statistics design to analyze whether there is any significant difference that exists among the group means of the assessment. The formula is: F = MSSb / MSSw Where: MSSb = Mean Sum of Square between column MSSw = Mean Sum of Square within column Simple ANOVA is based upon two sources of variation the between column variance and the within-column variance: These are sometimes known as: SSb = the between-column Sum of Squares SSw = the within-column Sum of Square.
43
The sum of two variances makes up the total sum of square (TSS). The total sum of squares is computed by getting the sum of the square of each entry minus the correction term, (x)/N.
TSS = x
x N
Where: X = refers to the value of each entry N = total number of items or entries.
44
Survey form for teachers: Name: Year level: Age: Gender: Male Female Social status: Highest Education Attainment: Bachelor Degree M.A PH.D Monthly Salary Range: 10k-30k 40k-60k 70k-90k
Single
Separated Married
45
Seldom
I. 1. Do you use instructional materials?
Often
Never
Always
2. Do you use motivational activities before you start your lesson? 3. Do you start the class on time? 4. Do you provide consultation hours for your students?
5. Do you stick to your standards even if your students arent available to cope with it.
6. Do you welcome the ideas of your student in class 7. Do you give punishment rather than consequences when student commits mistakes? 8. Do you change your strategies every class session?
46
A COMPARATIVE STUDY OF THE TEACHING STRATEGIES AS USED BY MALE AND FEMALE TEACHERS Seldom 9. Do you give incentives to your students? 10. Do you call the parents whenever a students commits mistake. 11. Do you give advises to your students everyday? Often Never Always
12. Do you give praises whenever a student shows good performance in class
13. Do you call the performance of your students when they misbehave in class? 14. Are all the students actively involved when you are taking the lesson? 15. Do you use specific disciplinary strategies that reinforce appropriate behavior and provide consequences for appropriate behavior?
47
Seldom 16. Do you use specific strategies that instill a sense of confidence in students that they are receiving proper guidance and direction. 17. Do you use different strategies with different types of students to provide them with a sense of acceptance. 18. Do you respond to inappropriate behaviors quickly and assertively?
Often
Never
Always
48
Students survey Form: Name: Year level: Age: Gender:
49
A COMPARATIVE STUDY OF THE TEACHING STRATEGIES AS USED BY MALE AND FEMALE TEACHERS ALWAYS 1. Does your teacher make you work hard? 2. Does your teacher encourage you? 3. Does your teacher treat everyone in the class fairly? SOMETIMES NEVER
4. Does your teacher let you know if you have been broken the class rules, or not worked as hard as you could?
5. Does your teacher treat differently compare to students of his or her same gender? 6. Do you prefer male teachers over female teachers. 7. Do you feel comfortable when you share your problems to your teacher of the same gender
50
ALWAYS 8. Do you prefer strict teachers? 9. Do you prefer teacher the same as your gender?
SOMETIMES
NEVER
10. When youre in class do you observe the differences of your different teachers?
11. Does your Male teacher possess extreme patience 12. Does your Male teacher effective in terms of counseling? 13. Does your Female teacher effective in terms of counseling?
14. Does your teacher respond to your views and comments?

51
A COMPARATIVE STUDY OF THE TEACHING STRATEGIES AS USED BY MALE AND FEMALE TEACHERS How often do your class teachers speak with you one-on-one bout the following? For each statement, please check the appropriate box. YES 1. Disrupting class 2. Good Academic performance 3. Not completing assignments 4. Poor academic performance 5. Your plans for college or work after high school ONCE OR TWICE FEW TIMES SEVERAL TIMES
52

Thesis Final Output

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Thesis Final Output

Uploaded by

Copyright:

Available Formats

A COMPARATIVE STUDY OF THE TEACHING STRATEGIES AS USED BY MALE AND FEMALE TEACHERS

CHAPTER 1: The Problem and its Background

Assessment of the data through the following: Questionnaire Interview Observation

Proposed programs to enhance the gender teaching effectiveness of the teachers.

Scope and Delimitations of the Study

Definition of Terms: 1. Assessment 2. Curriculum 3. Gender 4. Gender Awareness 5. Teaching Strategy

CHAPTER 2 Review of Related Studies and Literature

II. Gender Studies in Education

III. Teaching Strategies in High School:

The formula is:

4.51- 5.00 3.51- 4.50 2.51- 3.50 1.51- 2.50 1.00-1.50

(VHE) (HE) (ME) (SE) (NE)

Students survey Form: Name: Year level: Age: Gender:

14. Does your teacher respond to your views and comments?

You might also like