Gender and Ethnicity Differences Manifested in Chemistry Achievement and Self-Regulated Learning
Why this work is in the frame
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Bibliographic record
Abstract
The aim of this study is to examine whether gender and ethnicity differences are manifested in chemistry achievement and self-regulated learning among a matriculation programme students in Malaysia. The result of students’ midterm chemistry exam was used as the measure of chemistry achievement. The information of self-regulated learning was collected by using a survey questionnaire that was adapted from the Motivated Strategies and Learning Questionnaire (MSLQ). Random sampling method was utilized to select 358 students of Matriculation Science One-Year Programme. The results of gender differences showed that male students obtained significantly higher achievement in chemistry compared to female counterparts whereas there was no significant gender difference in self-regulated learning. The results of ethnicity differences confirmed that there was a significant difference in chemistry achievement between Malay and Chinese students, Malay and Indian students, respectively. In terms of self-regulated learning, however, a significant difference was found only between Malay and Indian students. The findings suggest that science instructors in higher education institutions utilize the MSLQ to get the information about students’ self-regulatory level and motivational level, design a “gender-based initiative” to address the lower science achievement of female students, and be ready to having learning resources and pedagogical practices available for a learning condition with diverse groups of different ethnicities.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it