The Interaction Effects of Gender and Year Level on Learning Achievement of Undergraduate Students in Faculty of Education, Ramkhamhaeng University
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Abstract
The purposes of this study are to examine 1) the learning achievement of undergraduates in the course titled “Mathematics in Secondary School Curriculum 2” given by the Faculty of Education, Ramkhamhaeng University, and 2) the interaction effects of gender and year level on learning achievement. A stratified sample (based on their year levels) of 117 students, who took such a course in the second semester of the 2018 academic year, participated in this study. The value of mean and standard deviation was calculated, and a two-way ANOVA was employed. The findings show: 1) overall achievement was low, and students’ achievement in each year level ranged from very low to low; 2) no influential interaction of gender and year level was recorded but students of different genders had significantly different achievement at the .05 level-with male students having higher achievement than female students-and students in different year levels had significantly different achievement at the .05 level-with third-year students having higher achievement than students in fifth-year, sixth-year, and above.
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