UK Education: An analysis of the significance of gender at key stage 5 and beyond

Type :

Presentation

Pages :

6 pages

Format :

.doc

Published date :

02/26/2009

Category :

Social studies

Sub category :

Educational studies

Oboulo.com selection criteria

$ 12.95 Add to cart

Summary :

Introduction.
1. The governments own statistics.
2. The most noticeable difference.
3. Subjects that boys would be most suited to.
4. The design of exams.
Main findings.
1. How do male and female results compare subject to subject?
2. Differences in the examination.
3. The link between personality and attaining a high score at A-level.
Conclusion.
Bibliography.

Abstract

Recently it has been argued that the underachievement of boys has been happening for many years (Epston, Elwood ET. Al. 1999), it was simply the fact that female students were prevented from entering schools that enable this to go unnoticed for so long. During the days of the 11 plus it was well documented that boys performed at a lower level than girls. More girls (nationally) obtained the highest marks in these examinations. A direct consequence of this was that girls had to do far better than boys in order to gain a place at grammar school. It was thought, at the time, although boys underachieved (compared to girls) in the 11 plus, their future educational potential was greater (Dillon and Maguire 1997). In today's schools and colleges underachievement of boys (compared with girls of the same age) would seem to be a nationwide. Many schools have adopted specific strategies in an attempt to tackle the problem. National daily newspapers regularly offer publicity to this issue (commonly referred to as the 'gender gap') as does the TES (TES 1999).