male and female students

Student engagement positively influences academic achievement, yet instruments suited to the Indonesian cultural context remain limited. This study aimed to develop a valid, reliable, and user-friendly student engagement scale for high school students. Using a quantitative descriptive design, the study involved 295 male and female students aged 15–18 years recruited through convenience sampling. The scale comprised three dimensions: behavioral, emotional, and cognitive engagement. The results showed that the scale demonstrated a good model fit based on the goodness-of-fit indices (χ2/df = 1.60; CFI = 0.966; TLI = 0.962; SRMR = 0.074; RMSEA = 0.045) and good reliability, with Cronbach’s alpha values of 0.844 for emotional engagement, 0.753 for behavioral engagement, and 0.782 for cognitive engagement. The developed scale can be used by teachers, counselors, and educational researchers to identify students’ levels of engagement and inform the development of programs to improve student engagement.

Digital technologies are now at the center of university teaching and learning. They can also cause technostress, a strain that arises when technology demands outpace a person's capacity to cope. This study examined how technostress relates to psychological well-being in undergraduates and how these variables differ across demographic and academic groups. The study used a cross-sectional survey design. Using multi-stage sampling, the study selected 1001 undergraduate students (317 male and 684 female). They were enrolled in the faculties of Education, Arts, and Science at two public and two private universities in Lahore District, Pakistan. The study used a 21-item scale to assess technostress across five creators: overload, complexity, uncertainty, insecurity, and invasion. Well-being was assessed with the 42-item form of the Ryff scales. In a pilot sample of 300 students, internal consistency was .71 for technostress and .880 for well-being. Analyses were run in SPSS version 21 and included correlation, t tests for two groups, and ANOVA for more than two groups. The pilot study aimed to determine the instrument’s Cronbach's alpha reliability (TS = 0.705 and RSPW = 0.840). Experts were consulted to confirm the instrument's validity. The study tested the hypotheses using both descriptive and inferential statistics. The findings revealed a weak positive relationship between technostress and psychological well-being among undergraduate students (r = 0.22), which was statistically significant. There was no significant difference between male and female students in technostress and psychological well-being. However, the mean values indicate that females (M = 68.38) have slightly higher technostress than males (M = 67.16). Therefore, universities should foster a supportive digital environment that helps diminish the negative effects of technostress on students’ psychological well-being.

This study aims to compare the motivation levels of male and female eighth-grade students during volleyball instruction at SMP Muhammadiyah 5 Samarinda. The study employs a quantitative descriptive design with a comparative approach. The sample consisted of 61 students: 30 males and 31 females. A total sampling technique was used, meaning all members of the population meeting the research criteria were included in the sample. Data were collected using a learning motivation questionnaire based on indicators of needs, persistence, drive, expectations, reinforcement, and goals. The instrument underwent validity and reliability testing prior to use. Data were analyzed using descriptive statistics, normality tests, homogeneity tests, and an independent samples t-test. The results showed an average motivation score of 134.13 for male students and 125.61 for female students, with a mean difference of 8.52. The independent samples t-test yielded a t-value of 2.992 (df = 59) and a significance value of 0.004 (p < 0.05). These findings can serve as a reference for physical education teachers in developing instructional strategies that are varied, inclusive, and responsive to students' characteristics and needs, thereby fostering increased learning motivation in volleyball lessons.

This study aims to analyze the comparison of student learning outcomes using the Teams Games Tournament (TGT) and Problem Based Learning (PBL) learning models in science (IPAS) subject on the topic of energy in Grade VI elementary school, as well as to examine the influence of gender on these outcomes. The study employed a quantitative descriptive comparative approach with 22 students of Class VI D as subjects, consisting of 12 male and 10 female students. Data were collected through learning outcome tests conducted under both learning conditions. Data analysis included descriptive statistics, Shapiro-Wilk normality test, Levene homogeneity test, Wilcoxon signed-rank test (comparing TGT and PBL within the same students), and Mann-Whitney U test (comparing male and female students). Results showed that the overall mean score for the TGT model (89.09; SD = 18.23) was higher than for the PBL model (84.55; SD = 21.32). The Wilcoxon signed-rank test yielded p = 0.190 (p > 0.05), indicating that the difference between TGT and PBL learning outcomes overall was not statistically significant. By gender, female students had higher average scores than males in both models (TGT: 94.00 vs 85.00; PBL: 92.00 vs 78.33), though the differences were not statistically significant (p = 0.101 for TGT and p = 0.102 for PBL). Learning mastery reached 81.8% in the TGT model and 72.7% in the PBL model, with female mastery (90.0% in both models) higher than males (75.0% in TGT and 58.3% in PBL). These findings imply the importance of differentiated learning based on gender to improve male students' learning mastery.

هدف این پژوهش تحلیل مقایسه‌ای نتایج یادگیری دانش‌آموزان با استفاده از مدل‌های یادگیری Teams Games Tournament (TGT) و Problem Based Learning (PBL) در درس علوم (IPAS) با موضوع انرژی در پایه ششم ابتدایی و همچنین بررسی تأثیر جنسیت بر این نتایج است. این پژوهش با رویکرد توصیفی-مقایسه‌ای کمی و با شرکت ۲۲ دانش‌آموز کلاس VI D (۱۲ پسر و ۱۰ دختر) انجام شد. داده‌ها از طریق آزمون‌های نتایج یادگیری که تحت هر دو شرایط یادگیری برگزار شد، جمع‌آوری گردید. تحلیل داده‌ها شامل آمار توصیفی، آزمون نرمالیتی Shapiro-Wilk، آزمون همگنی Levene، آزمون Wilcoxon signed-rank (مقایسه TGT و PBL در یک دانش‌آموز) و آزمون Mann-Whitney U (مقایسه دانش‌آموزان دختر و پسر) بود. نتایج نشان داد میانگین کلی نمره مدل TGT (۸۹٫۰۹؛ SD = ۱۸٫۲۳) بالاتر از مدل PBL (۸۴٫۵۵؛ SD = ۲۱٫۳۲) بود. آزمون Wilcoxon signed-rank مقدار p = ۰٫۱۹۰ (p > ۰٫۰۵) را نشان داد که بیانگر عدم تفاوت معنادار آماری بین نتایج یادگیری TGT و PBL به طور کلی است. بر اساس جنسیت، دانش‌آموزان دختر در هر دو مدل میانگین نمره بالاتری نسبت به پسران داشتند (TGT: ۹۴٫۰۰ در مقابل ۸۵٫۰۰؛ PBL: ۹۲٫۰۰ در مقابل ۷۸٫۳۳)، هرچند این تفاوت‌ها از نظر آماری معنادار نبود (p = ۰٫۱۰۱ برای TGT و p = ۰٫۱۰۲ برای PBL). میزان تسلط یادگیری در مدل TGT به ۸۱٫۸٪ و در مدل PBL به ۷۲٫۷٪ رسید و تسلط دختران (۹۰٫۰٪ در هر دو مدل) بالاتر از پسران بود (۷۵٫۰٪ در TGT و ۵۸٫۳٪ در PBL). این یافته‌ها بر اهمیت یادگیری تفکیکی بر اساس جنسیت برای بهبود تسلط یادگیری دانش‌آموزان پسر دلالت دارد.