ACCENT JOURNAL OF ECONOMICS ECOLOGY & ENGINEERING Peer Reviewed and Refereed Journal, ISSN NO. 2456-1037
Available Online: www.ajeee.co.in/index.php/AJEEE
Vol. 06, Issue 12,December 2021 IMPACT FACTOR: 7.98 (INTERNATIONAL JOURNAL) 79 GENDER OF STUDENTS: A PREDICTOR OF PERFORMANCE OF INSTITUTIONS OF
HIGHER LEARNING Dr. Prachi Nikam
Assistant Professor, Shri Vaishnav Institute of Management, Indore, Dr. Sandeep Malu
Associate Professor, Shri Vaishnav Institute of Management, Indore
Abstract - Students are one of the most important stake holders of institutions of higher learning. Thus their perception regarding various factors related to performance of institutions of higher learning is important. This study was designed to examine the factors enhancing performance of institutions of higher learning. Major objective of the study was to assess the gender-wise perception of students for the factors of accessibility, accuracy in information, pedagogy, professional development, performance feedback, personal attention and facilities towards performance of institutions of higher learning.
In this study total 250 students were selected from various institutes of Indore city and data was collected through the questionnaire. The study concluded that gender wise male and female students have same perception towards the factors accessibility, accuracy in information, pedagogy, professional development, performance feedback, personal attention and facilities contributed in performance of institutions of higher learning.
1 INTRODUCTION
The fast growth of education has generated both affirmative and pessimistic opinions among the general public.
Students have positive perceptions of technical and non technical education, but also clear expectations in mind of what institutions should provide to support and enable their learning and enhance their career prospects. Students likes to be challenged in their learning but they also need the support of their institutions. In terms of their course the students almost exclusively spoke of their educational learning experience. This increases the requirement of the proper management of the curriculum in terms of quality and standards. Transparency in structure, feedback and evaluation, module and course review is also essential. Together this might leave evaluation and feedback processes to be managed at the course level and coordinated at the institutional level. The trajectories followed by the scholars in and out of the education are highly influential in shaping their perspectives.
The question of „quality‟ and „reputation‟
of a particular institution should thus be framed within the contingent question of what a student is trying to seek out in an establishment. Staff must be supported by their institutions to supply the interaction and guidance that's important to students. Across stage there has got to be attention on how students can
enhance their employability within, related to and beyond their course.
Students are investing significant amounts of their money in their education, and expect institutions to be as equivalent as in accordance with the scholars. At an identical time, students need to be held responsible for their role within the institution, and further opportunities for students to interact should be encouraged. There's much work to be done across the education sector to support students, staff and institutions during this endeavour.
Student satisfaction and performance in classroom educational activity continues to be a critical initiative among educators and researchers.
Although specific classroom attributes and their impacts on student satisfaction and performance are investigated independently, a holistic investigation of the many of those attributes and their individual and cumulative impacts on student perceptions of their learning environments is missing.
2 LITERATURE REVIEW
Adekitan, A.I. & Shobayo, Olamilekan.
(2020), using regression models did a comparative performance analysis of male and female students in Science, Technology, Engineering and Mathematics (STEM), conducted. They found that female students have a tendency to
ACCENT JOURNAL OF ECONOMICS ECOLOGY & ENGINEERING Peer Reviewed and Refereed Journal, ISSN NO. 2456-1037
Available Online: www.ajeee.co.in/index.php/AJEEE
Vol. 06, Issue 12,December 2021 IMPACT FACTOR: 7.98 (INTERNATIONAL JOURNAL) 80 improve on their academic performance
from their first to their final year.
It is proven that teacher‟s action can be a best supporting of the development of student‟s self-esteem and educators required student‟s best effort and work, used encouragement, verbal praise, positive language, and took the It is proven that teacher‟s action can be a best supporting of the development of student‟s self-esteem and educators required student‟s best effort and work, used encouragement, verbal praise, positive language, and took the
Akin and Radford (2018), in their study found that the proper and focussed conduct along with suitable learning environment provided by the teacher advances resilience and self-esteem in the student which enhances students academic performance and ultimately leading to personal and profession and social success.
Dr. Camille B. Kandiko, Dr. Matt Mawer (2013), says that the Student satisfaction and performance in higher education classrooms continues to be a critical initiative for the need to be held responsible for their role within the institution, and further opportunities for college students to have interaction should be encouraged. There is much work to be done across technical non- technical education sector to support students, staff and institutions during this endeavor, working with not for college students.
Gruber et al. (2010) contend that students are the precise and first target market, stressing the requirement for educational administrators to concentrate on understanding their requirements. In addition, if universities target understanding how their students perceive the services offered, they will be ready to adapt their services in an exceedingly way that stimulates a positive impact on students‟ perceived service quality.
Sultan and Wong (2010), service quality research within the education sector is comparatively new, a minimum of in comparison thereto of the commercial sector. With significant changes happening in education institutions over the last decade, it seems that education should be considered a
business-like industry, which focuses on meeting and exceeding the needs of students.
Alves and Raposo (2009) in their study this could provide the institution with a certain competitive advantage, principally in terms of generating positive word-of-mouth communication between potential, current and future students
Arambewela and Hall (2009) in their studies report that, service quality can help organizations to attract new customers and keep their existing ones because service quality can cause customer satisfaction. Also, this association and recognition among customer satisfaction and repair quality has been remained at the forefront of the many researchers in their studies. So, understanding of this association for researchers and also managers immensly important.
Hemsley-Brown and Oplatka (2006) says that, accordingly, institutions are increasingly realizing the importance of higher education as a service industry and are placing greater emphasis on meeting 19 the expectations and needs of students.
2.1 Objectives of the Study
To study the effect of Gender of Students on performance in institutions of higher learning.
3 RESEARCH METHODOLOGY 3.1 Sampling Plan
The study was limited to the institutions of higher learning in Indore including Management, Arts & Commerce, Medical, Engineering, and Science colleges.
Sampling Unit: Total 250 students were selected for the research.
Sampling Techniques: Random sampling technique was used for the study.
3.2 Data Collection & Analysis Tools The tool used for the primary data collection is a self-designed questionnaire, which has been made after studying the literature review and consulting with experts of educational field. The secondary data for this particular study were collected through national and international journals, periodicals and
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Vol. 06, Issue 12,December 2021 IMPACT FACTOR: 7.98 (INTERNATIONAL JOURNAL) 81 other existing reports that were based on
the subject which helped the researcher to get clear idea about the topic.
The data coded in excel using Ms- Office package. The coded data was then analyzed using SPSS version 20.0. Using descriptive statistics the data was analyzed. Cronbach‟s Co-efficient Alpha and Independent T- test were used for testing the reliability and validity of the scale.
4 DATA ANALYSIS
H01: There is no significant difference between male and female students for the factors of accessibility, accuracy in information, pedagogy and professional development.
Table: Independent T-Test on Gender (Dependent variable: performance of institutions of higher learning)
Factors Male
(Mean) Female
(Mean) F T-
Test Sig.
Accessibility 9.63 9.31 .004 .921 .332 Accuracy in
information 12.5 12.3 .024 .531 .596 Pedagogy 12.4 12.3 .245 .173 .863 Professional
Development 29.9 29.3 .029 .694 .488 Table No: 1.1
From the table no 1.1 this can be observed that „F‟ value for accessibility is .004, which is not significant. It means that there is no significant difference between male and female students with respect to accessibility towards performance of institutions of higher learning. In the light of this the null hypothesis is not rejected, therefore, it is concluded that male and female students do not differ significantly from each other for the factor of accessibility towards performance of institutions of higher learning.
From the table no1.1 this can be observed that „F‟ value for accuracy in information is .024, which is not significant. It means that there is no significant difference between male and female students with respect to accuracy in information towards performance of institutions of higher learning. In the light of this the null hypothesis is not rejected, therefore, it is concluded that male and female students do not differ significantly from each other for the factor of accuracy in information towards performance of institutions of higher learning.
From the table no1.1 this can be observed that „F‟ value for Pedagogy is .245, which is not significant. It means that there is no significant difference between male and female students with respect to Pedagogy towards performance of institutions of higher learning. In the light of this the null hypothesis is not rejected, therefore, it is concluded that male and female students do not differ significantly from each other for the factor of Pedagogy towards performance of institutions of higher learning.
From the table no1.1 this can be observed that „F‟ value for Professional Development is .029, which is not significant. It means that there is no significant difference between male and female students with respect to Professional Development towards performance of institutions of higher learning. In the light of this the null hypothesis is not rejected, therefore, it is concluded that male and female students do not differ significantly from each other for the factor of Professional Development towards performance of institutions of higher learning.
5 CONCLUSION
The study found that gender wise male and female students have same perception towards the factors accessibility, accuracy in information, pedagogy and professional development contributed in performance of institutions of higher learning. Hence, it was found that there is no difference in mean value of between two groups of male and female.
Hence, null hypothesis stands accepted.
Irrespective of male students and female students they perceive equally towards the factors associated with the performance of institutions of higher learning. Students of these institutes perceive that they have got lucrative placements in reputed companies but they lack only in one parameter that is practical exposure provided by the institutes as they require skills which is to be matched with the industry‟s requirements. In other aspects such as;
teaching pedagogy and accessibility they were satisfied with these parameters of performances.
ACCENT JOURNAL OF ECONOMICS ECOLOGY & ENGINEERING Peer Reviewed and Refereed Journal, ISSN NO. 2456-1037
Available Online: www.ajeee.co.in/index.php/AJEEE
Vol. 06, Issue 12,December 2021 IMPACT FACTOR: 7.98 (INTERNATIONAL JOURNAL) 82 6 SUGGESTIONS
On the basis of findings of this study, some suggestions have been given for improvements in the performance of institutions of higher learning as follows:
There should be proper facilities for campus placement, the more emphasize should be given by Government institutes so that students can get job opportunities.
The pedagogy should be more vocational for students to meet the needs of industry requirements
There should be participation of students in project work so that teamwork would be facilitated and students can learn proper coordination among groups.
The fee structure for Indian Universities must be laid down by competent Technical Committees for each course and this should he uniform throughout India to ensure that students are not at disadvantage vis-a-vis foreign universities. The fee structure should be cost bearing.
A schematic plan for attracting students by way of providing hostels of International Standards, attractive fee structure, reasonable prices of books, organizational and educational trips by Tourism Ministry to the educational, historical and cultural places of significance should be designed.
7 FUTURE SCOPE OF STUDY
The study has paved the way for future scope as in coming years, the percentage of students who have aspiration for higher education will be increased. So there would be tough competition among private institutes, Government institutes and Trust organizations in regard to quality of education. In this study various factors have been identified so that more emphasize would be given for improvement in the performance of institutes of higher learning. This study will be helpful to those who will pursue their research.
REFERENCES
1. Adekitan, A.I. & Shobayo, Olamilekan.
(2020). Gender-based comparison of students' academic performance using
regression models. Engineering and Applied Science Research. 241-248, September 2020 2. Akin, I., and Radford, L. (2018) “Exploring
the development of student self-esteem and resilience in urban schools”. Contemporary Issues in Education Research, 11(1), 15-22.
February 2018
3. Dr Camille B. Kandiko, Dr Matt Mawer, (2013) “Student Expectations and Perceptions of Higher Education”, London:
King‟s Learning Institute.
4. Gruber et al. (2010) “Examining student satisfaction with higher education services:
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5. Sultan and Wong (2010), “Service quality in higher education – a review and research agenda”, International Journal of Quality and Service Sciences ISSN: 1756-669X, publication date: 6 July 2010.
6. Alves and Raposo (2009), “The measurement of the construct satisfaction in higher education”, in Service Industries Journal 29(2):203-218 · February 2009.
7. Arambewela and Hall (2009), “An empirical model of international student satisfaction”, Asia Pacific Journal of Marketing and Logistics 21(4):555-569 · October 2009.
8. Hemsley-Brown and Oplatka (2006),
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