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Academic Performance of Male versus Female IT Undergraduate Students: Evidence from KLIUC

Abstract Prior researches on the contrasts in classroom presentation amid male and female students display varied results. As momentous contrasts continue in a little studies, others	display	no	differences. Moreover,	such	studies	were	completed	in industrialized countries. This discovers  aims  to  give  to  this  gender  discourse  by employing  a  growing  state  setting. It was hypothesized  in  this  discover  that  no contrasts continue amid male  and female presentation in undergraduate accounting courses. The discovering  of  this  discover  reveals  that  there  is  no  momentous difference amid intellectual presentation of male and female  accounting students in undergraduate accounting sequences, even though the males accomplish a  higher mean presentation than their female counterpart in all the courses. Keywords: Intellectual presentation, Gender, Growing University, KLIUC

1. Introduction

So many researchers have been made in other universities and department on female versus male academic  performance. Davies, 1999; Okebukola,  1999,  2002  and Makhubu, 2003) have discussed the male - female issue in higher education [1]. Must of all the research that are done is on Accounting and other cause But research has not been made on female versus male performance in IT.

Female students considerably outperformed their male counterparts in every single measured intellectual assessment criteria. Female students additionally described a considerably higher mean score on hardiness promise contrasted to male students. Promise was the most momentous affirmative associate of intellectual achievement.

2. Literature Review And Hypothesis Development

Early work in the connection amid gender and presentation in accounting sequences described that female students outperform male students (Hendricks, 1978; Weston and  Matoney,  1976;  Mutchler  et  al.,  1987;  Lipe,  1989;  Gammie  et  al.,  2003). Explanations presented for this consequence contain females’ higher

(i) Aptitude for quantitative courses;

(ii) Levels of intrinsic motivation (Tyson, 1989).

This aftermath could be due, no less than in portion, to the nonexistence of controls for factors separately from gender that could impact performance. In difference to the aftermath from US studies described above, Koh and Koh (1999) employing example of undergraduate accounting students in Singapore, finds facts that male students outperform female students in examinations. Cultural or traditional factors could, in portion, clarify these inconsistent results.

Female students comparative to male students. This leads to the pursuing hypothesis: H1: Female students outperform male students in accounting examinations. As noted in serving 1, there is extensive use of multiple-choice inquiries in accounting examinations. Though, a number of possible concerns possess been expressed in relation to the use of multiple-choice inquiries, encompassing their skill to scrutinize the  alike  level  of  understanding  as  constructed-response  inquiries  and  whether multiple-choice  inquiries  can  compute  analytical   skills  adequately  (Becker  and Johnston, 1999). Continuing evidence (e.g. Bible et al., 2008) suggests that multiple- choice inquiries  can  “adequately”  assess  subject  mastery. Others (e.g.,  Hancock, 1994,  Bacon,   2003)   squabble   that   merely   constructed-response   inquiries   can adequately  examination the attendance of a deeper level of understanding of the subject material.

One probable concern alongside the use of multiple-choice inquiries for assessment intentions is the possible for gender effects. Evidence from Australia (Bell and Hay, 1987), the UK (Murphy, 1982; Lumsden and Scott, 1987, 1995), Ireland (Bolger and Kellaghan, 1990) and the United States (Bridgeman and Lewis, 1994; Walstad and Robinson, 1997) indicates that males possess a comparative supremacy above females in multiple-choice examinations. Similarly, Ghorpade and Lackritz (1998) discovered, employing example  of  six  human  resource  association  classes  that  women  do materialize to present moderately larger in  constructed-response inquiries, but that there  was  no  momentous  difference  on  multiple-choice   tests. Together, these aftermaths furnish a little facts of a connection amid gender, kind of  examination question and performance. Though, a number of supplementary considerations are vital to an understanding of this inter-relationship. First, it must to be noted that main security fails to adequately manipulation for factors supplementary than gender that could alter the connection amid kind of question and performance. Within an accounting examination, we anticipate that the multiple-choice inquiries will favor male students. This leads to the pursuing security hypothesis:

H2: There is a gender difference in the exam grades of accounting sequences whereas multiple-choice inquiries and constructed-response inquiries are gave to students for assessment purposes. Multiple-choice inquiries will favor male students contrasted to constructed-response questions.

3. Methodology Data collection Data for hypotheses  assessing  are  from  data  amassed  at  a  main  Kuala  Lumpur Infrastructure	University	Collage	(KLIUC),	that	proposals	a	collection	of undergraduate programs. The data amassed are for IT sequence seized by students who are enrolled in the three-year Bachelors degree. All students are enrolled.

The academic year comprises three semesters in (KLIUC) long and short semester and students are enrolled in 7 courses in each long semester, while three courses in short semester. Each long semester, students have 14 weeks of classes and then a one- week study-period to prepare for end of semester examinations. While also Each short semester, students have 7 weeks of classes and then a  one-week study-period to prepare for end of semester examinations.

The IT sequence seized the form of a combination of lectures and tutorials. Lectures were of 2 or 3 hours period and involve the finished student cluster (comprising BITSE, BITNT and BSE undergraduate students) of concerning 800 students. There was a solitary lecturer (Tutorials were of one and a 2 hours period and coordinated as tinier clusters (four clusters alongside concerning 20 students in every single group). The tutorial instructors were two Teaching Assistants (each teaching two sessions), alongside relevant experience in an IT firm.

Questioner was use in this research, where 18 questions were asked about female versus male performance in IT. 50 questioner were distributed to student that are only from school of IT, among the 50 questions 42 are in use while 8 are not in use. Among the students that fill in the questioner there are 34 males and 8 females, among the 42 students there are 39 international students from other countries and 3 students from local here in Malaysia. Some of the Questions that are use are as follow:

1	Male student spend more time studying programming 2	Female student spend more time studying programming 3	Male student have much interest in IT 4	Female student have much interest in IT 5	Male student do better than female student in IT

4. RESULT

It is hereby  finished  that  male  students  outnumber  their  female  counterparts  in enrolment into the B.Sc. Education/IT Programme in KLIUC and the male students present larger than the female students with the flowing statistics that was done with the CPSS software.

Male student spend more time studying programming Frequency

Percent

Valid Percent	Cumulative Percent Valid	Disagree Not Sure Agree Strongly Agree

Total	2	4.8	4.8	4.8 9	21.4	21.4	26.2	20	47.6	47.6	73.8	11	26.2	26.2	100.0	42	100.0	100.0

Female student spend more time studying programming Frequency

Percent

Valid Percent	Cumulative Percent Valid	Disagree

Not sure	6	14.3	14.3	14.3 20	47.6	47.6	61.9

Agree

Strongly Agree

Total	8	19.0	19.0	81.0 8	19.0	19.0	100.0	42	100.0	100.0

5. As you can see the valid percent in this two table the male has 26.2 percent in strongly agree while females has 19.0 percent.

Female student do better than male student in IT

Frequency

Percent	Valid Percent	Cumulative Percent Valid Strongly Disagree Disagree Not Sure Agree Strongly Agree

Total	3	7.1	7.1	7.1 9	21.4	21.4	28.6	10	23.8	23.8	52.4	13	31.0	31.0	83.3	7	16.7	16.7	100.0	42	100.0	100.0

Female student do better in practical IT exercise Frequency

Percent

Valid Percent	Cumulative Percent Valid	Disagree Not sure Agree Strongly Agree

Total	10	23.8	23.8	23.8 11	26.2	26.2	50.0	15	35.7	35.7	85.7	6	14.3	14.3	100.0	42	100.0	100.0	Also as you can see the valid percent in this two table the male has 16.7 percent in strongly agree while females has 14.3 percent. Female student contribute more to IT development

Frequency

Percent

Valid Percent	Cumulative Percent Valid	Disagree Not Sure Agree Strongly Agree

Total	3	7.1	7.1	7.1 13	31.0	31.0	38.1	16	38.1	38.1	76.2	10	23.8	23.8	100.0	42	100.0	100.0	Male student contribute more to IT development Frequency

Percent

Valid Percent	Cumulative Percent Valid	Disagree Not Sure Agree Strongly Agree

Total	4	9.5	9.5	9.5 11	26.2	26.2	35.7	20	47.6	47.6	83.3	7	16.7	16.7	100.0	42	100.0	100.0	Also as you can see here the males are better than the females in contribution to IT devlopentment, because when you look at the frequency 11 people are not sure and 20 are agreed, while in females 13 are not sure and 16 Agreed.

5. Research philosophies The poupose of this research is for the bennefit of the Kuala Lumpur Infrastracture University  College  to  know  who  are  there  best  student  in  IT  among  males  and females, because of the scholershp they gave to there belove student.

6. CONCLUSION

It is hereby concluded that male students outnumber their female counterparts in enrolment into the B.Sc. Education/IT Programme and the male students perform better than the female students.

The dataset we used in this paper provides some unique characteristics that can rule out some of the explanations for the gender effect provided in previous studies. We investigated in these paper two datasets, one from a first undergraduate year

7. References

Okebukola, P. 1999. “Gender Equity in Science Classrooms.” Conference Paper Presented at the 1999 UNESCO’s Conference in Pretoria South Africa. Okebukola, P. 1999. The State of Universities in Nigeria. Ibadan: Heinemann. Gul, F.A., H.Y. Teoh and R. Shannon, 1992, “Cognitive style as a factor in accounting students’ performance on multiple-choice examination”, Accounting Education, 1 (4), pp. 311-319.

Markham, L.R., 1976, “Influences of handwriting quality on teacher evaluation of written work”, American Education Research Journal, 13 (4), 277-283.

Hendricks, A., 1978, “Hiring the woman graduate: why and how”, The National Public Accountant, (October), pp. 14-16.

Tyson, T., 1989, “Grade performance in introductory accounting courses: why female students outperform males”, Issues in Accounting Education, Vol. 4 No. 1, pp. 153- 160.