COMPARISON OF FULL TIME AND COMBINED STUDIES WITH GENDER ASPECT
Keywords:
Combined education, tutorial centres, questionnaire survey, statistical analysis, gender differences, fruitfulness of studyAbstract
The Czech University of Life Sciences operates seven tutorial centres for combined education in several regions of the Czech Republic. The number of female students is over 50% in the tutorial centres as well as in the full-time study form in Prague. The share of women is remarkably growing in combined study. The article focuses on the students in tutorial centres. The data on their demographic structure, their subjective opinions and motivation are from a questionnaire survey which the authors proposed and realised in several centres outside Prague. The goal of the survey is also to discover differences in motivation and conditions for male and female students. The article contains results of the questionnaire survey and its statistical analysis. The analysis brings basic demographic structure of the respondents and other information from students with comparisons of answers of men and women. The analysis of quantitative signs, tests of relationships and odds ratio, are made to find relations and dependencies between chosen variables. The statistical analysis uses software SPSS, version 17. The differences between the genders are found only in two questions and none of them was strong. The data from questionnaires are eked out with official data given by the faculty study department. These data are used for comparison of full-time and combined studies. The article considers the numbers of students, their achievements and gender structure in full-time and combined form of study. The results appears more beneficial (and with raising trend) for women both in full-time and distance studies.
References
Bedar, K. Cho, I. (2010) ‘Early gender test score gaps across OECD countries’, Economics of Education Review, vol. 29, no. 3, pp. 348-363.
Blum, K.D. (1999) ‘Gender differences in asynchronous learning in higher education: learning styles, participation barriers and communication patterns’. Journal of Asynchronous Learning Network, vol. 3, no. 1, pp. 46–66.
CSO (Czech Statistical Office) (2010) CR in Figures: Education [online], Available: http://www.czso.cz/csu/2010edicniplan.nsf/engp/1410-10 [7 Mar 2011].
Chang, F.C. (2002) ‘Intelligent assessment of distance learning’, Information Science, vol. 140, no. 1-2, pp. 105-125.
DePew, K.E. Lettner-Rust, H. (2009) ‘Mediating Power: Distance Learning Interfaces, Classroom Epistemology, and the Gaze’, Computers and Composition, vol. 26, no. 3, pp. 174-189.
Dömeová L., Vydrová H., Jindrová A. (2010) ‘Women in distance studies’, Efficiency and Responsibility in Education 2010, CULS, pp. 71–78.
Field, A. (2005) Discovering Statistics Using SPSS, London: SAGE Publications.
Hindls, R., Novák, I. (1999) Data Analysis in Managerial Decision Making (in Czech) 1. ed., Prague: Grada Publishing.
Houška, M. Beránková, M. (2007) ‘Solution of Distance Education in Project EVYNA’. (in Czech). In Proceedings of Confrence Firm and Competitive Environment 2007, MZLU Brno, pp. 23-29.
Houška, M., Beránková, M. (2008) ‘Innovative Interface for Knowledge Potential Development in Regions of the CR’, In Proceedings of the Conference Countryside - Our World. ČZU in Prague, pp. 28-35.
IEE (Institute for Information on Education) (2010) Gender education yearly [online], Available: http://www.uiv.cz/clanek/206/1978 [7 Mar 2011].
Lai, F. (2010) ‘Are boys left behind? The evolution of the gender achievement gap in Beijing's middle schools’, Economics of Education Review, vol. 29, no. 3, pp. 348-363.
Leech, N.L., Barrett, K.C., Morgan, G.A. (2008) SPSS for Intermediate Statistics, Use and Interpretation, Lawrence Erlbaum Associates, New York.
Plumm, K.M. (2008) ‘Technology in the classroom: Burning the bridges to the gaps in gender-biased education?’ Computers & Education, vol. 50, no.3, pp. 1052-1068.
Řezanková, H. (2005) Analysis of Cathegorial data (in Czech), VŠE in Prague.
Shashaani, L. (1993) ‘Gender-based differences in attitudes toward computers’, Computers & Education, vol. 20, no. 2, pp. 169-181.
Stewart, B.L. (2004) ‘Online learning: a strategy for social responsibility in educational access’, The Internet and Higher Education, vol. 7, no. 4, pp. 299-311.
Sullivan, P. (2001) ‘Gender differences and the online classroom: Male and female college students evaluate their experiences”, Community College Journal of Research and Practice, vol. 25, no.10, pp. 805–818.
Vavroň, J. (2010) The Czech Female Students begin to dominate universities [online]. Available: http://www.novinky.cz/veda-skoly/vzdelavani/192726-ceske-studentky-zacinaji-ovladat-vysoke-skoly.html [8 Mar 2011].
Vydrová, H., Dömeová, L. (2009) ‘Lifetime Education for Overcoming Gender Disadvantages’, In V. International Conference on Applied Business in Research ICABR 2009, Malta, pp. 205-211.
Additional Files
Published
How to Cite
Issue
Section
License
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.
