Does Students' Gender Affect Their Success in Economics Classes?
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| Title: | Does Students' Gender Affect Their Success in Economics Classes? |
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| Language: | English |
| Authors: | Orhan Kara (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Characteristics, Sex, Academic Achievement, Predictor Variables, Economics Education, College Entrance Examinations, Grade Point Average, College Students, Student Employment, College Housing, Prior Learning, Study Habits, Attendance, Textbooks, Student Interests, Student Attitudes, Mathematics Education, Universities |
| Geographic Terms: | North Dakota, Pennsylvania |
| Assessment and Survey Identifiers: | SAT (College Admission Test) |
| Abstract: | The effect of gender on student success and learning in economics classes has been investigated by several researchers; however, they have not reached a consensus. To provide new evidence, we investigate this issue by controlling more variables and using an ordered logit. Positive, significant correlations exist between grades and the following variables: GPA, number of hours worked, number of economic courses taken previously, SAT scores, expected grade at the beginning of the semester, number of hours spent studying for the class, number of attended classes, instructors' use of graphs and equations, and interest in the course. The results of the analysis showed that gender, type of economics course, SAT score, number of missed classes, instructor, and number of hours worked at a job were significant factors in success in economics courses. After controlling for factors such as number of hours worked, SAT scores, number of missed classes, instructors, junior status, number of economics courses taken, type of class, and interest in the class, results showed gender was a significant factor contributing to learning and success as measured by grades. Specifically, this result implies that female students are 1.39 times more likely to get a better grade compared to male students. [For the complete proceedings, see ED678757.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678776 |
| Database: | ERIC |
| Abstract: | The effect of gender on student success and learning in economics classes has been investigated by several researchers; however, they have not reached a consensus. To provide new evidence, we investigate this issue by controlling more variables and using an ordered logit. Positive, significant correlations exist between grades and the following variables: GPA, number of hours worked, number of economic courses taken previously, SAT scores, expected grade at the beginning of the semester, number of hours spent studying for the class, number of attended classes, instructors' use of graphs and equations, and interest in the course. The results of the analysis showed that gender, type of economics course, SAT score, number of missed classes, instructor, and number of hours worked at a job were significant factors in success in economics courses. After controlling for factors such as number of hours worked, SAT scores, number of missed classes, instructors, junior status, number of economics courses taken, type of class, and interest in the class, results showed gender was a significant factor contributing to learning and success as measured by grades. Specifically, this result implies that female students are 1.39 times more likely to get a better grade compared to male students. [For the complete proceedings, see ED678757.] |
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