Article Sidebar
Keywords:
Article Details
License agreement and author copyright
AJESMS does not require authors to assign copyright of their published original research papers to the journal. Articles are published under a CC BY license(Creative Commons Attribution 4.0 International License). The CC BY license allows for maximum dissemination and re-use of open access materials and is preferred by many research funding bodies. Under this license users are free to share (copy, distribute and transmit) and remix (adapt) the contribution including for commercial purposes, providing they attribute the contribution in the manner specified by the author (read full legal code).
Availability of materials and data
An inherent principle of publication is that others should be able to replicate and build upon the authors' published claims. Therefore, a condition of publication in AJESMS is that authors are required to make materials, data and associated protocols promptly available to readers without undue qualifications in material transfer agreements. Any restrictions on the availability of materials or information must be disclosed to the publishing team at the time of submission. Supporting data must be made available to Editorial Board Members and reviewers at the time of submission for the purposes of evaluating the manuscript. Reviewers may be asked to comment on the terms of access to materials, methods and/or data sets; AJESMS reserves the right to refuse publication in cases where authors do not provide adequate assurances that they can comply with the publication's requirements for sharing materials.
After publication, readers who encounter refusal by the authors to comply with these policies should contact the AJESMS publishing team. In cases where we are unable to resolve a complaint, the matter may be referred to the authors' funding institution and/or a formal statement of correction may be published, attached online to the publication, stating that readers have been unable to obtain necessary materials to replicate the findings.
Sharing datasets
A condition of publication AJESMS is that authors make materials, data and associated protocols promptly available to others without preconditions.
Datasets must be made freely available to readers from the date of publication, and must be provided to Editorial Board Members and reviewers at submission, for the purposes of evaluating the manuscript.
Main Article Content
Looking at gender disparity in science and mathematics from other angles: Are there differences in logical reasoning and linguistic abilities?
Abstract
This study was carried out to further search for the true position of boys and girls in terms of participation and performance in science in classroom settings that are different from the conventional or traditional arrangement. The paper examined the differences in the logical reasoning, linguistic, reading as well as word-problem solving abilities of male and female science students which are considered important to effective learning of science. Forty science students consisting of 20 each of male and female groups were involved in the study. Each group was taught by four science teachers of the same sex for a period of six weeks. The teachers had uniform qualifications. In addition to the subject matter taught processes of science were emphasized throughout the lessons. The study showed that girls have higher achievement scores than boys in logical reasoning, linguistic, reading and word-problem solving abilities. The differences in the scores were also found to be significant at 0.05 confidence level. It was therefore concluded that the issue of gender influence on students‘ performance in science is not straight jacketed. Boys perform better than girls only in conventional classroom arrangements and in the overall science tasks but not in some tasks that are also very crucial to the learning of science.
Keywords: gender differences in science achievement, logical reasoning, linguistic ability, reading ability word-problem solving ability
