Academic Level and Gender-based Mapping of High School Student’s Genetic Literacy: A Cross Sectional Study in Indonesia
DOI:
https://doi.org/10.15359/ru.38-1.9Keywords:
academic level, gender, genetic literacy, high school studentsAbstract
[Objective] Genetic literacy relates to knowledge and skills in utilizing genetic principles for solving various problems or issues related to genetics. Genetic literacy is an essential ability for students to master, as it is related to various current issues, especially in the fields of health and agriculture. However, research on genetic literacy has not been properly developed from different perspectives, including those related to academic level and gender. Therefore, to fill this gap, the present research seeks to measure the genetic literacy of Indonesian high school students in relation to their academic level and gender. [Methodology] Data were collected using an analytic observational cross-sectional study. The research participants were 1102 students from 55 senior high schools in Indonesia. The participants took a test, which had been evaluated for validity and reliability. The data was then analyzed using ANOVA, and the participants’ genetic literacy levels were categorized as adequate or inadequate. [Results]. The study showed that students’ genetic literacy was relatively inadequate. While academic level was significantly related to students’ genetic literacy, gender was not. [Conclusions] The results of this study indicate that the academic level has a significant effect on the level of students’ genetic literacy, while gender does not. The findings support the conclusion that genetic literacy needs to be considered in education, and that it is necessary that teachers and schools design appropriate strategies to empower and increase students’ genetic literacy in high school settings.
References
Adelana, O., Akinsulure, A., Ajose, M., & Ishola, A. (2023). Perceptions of Genetics Difficulty Among Science Students. Journal of Science and Mathematics Letters, 11 (1), 51–58. https://doi.org/10.37134/jsml.vol11.1.7.2023
Aguillon, S. M., Siegmund, G.-F., Petipas, R. H., Drake, A. G., Cotner, S., & Ballen, C. J. (2020). Gender Differences in Student Participation in an Active-Learning Classroom. CBE—Life Sciences Education, 19(2), ar12. https://doi.org/10.1187/cbe.19-03-0048
Ahmed, N., Shahbaz, T., Shamim, A., Shafiq Khan, K., Hussain, S. M., & Usman, A. (2020). The COVID-19 Infodemic: A Quantitative Analysis Through Facebook. Cureus, 12(11) https://doi.org/10.7759/cureus.11346
Aivelo, T., & Uitto, A. (2021). Factors Explaining Students’ Attitudes towards Learning Genetics and Belief in Genetic Determinism. International Journal of Science Education, 43(9), 1408–1425. https://doi.org/10.1080/09500693.2021.1917789
Al-Balushi, S. M., Mansour, N., Almehrizi, R. S., Ambusaidi, A. K., & Al-Harthy, I. S. (2022). The Association between the Gender Gap in Science Achievement and Students’ Perceptions of their own Attitudes and Capabilities. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), em2184. https://doi.org/10.29333/ejmste/12559
Almendingen, K., Morseth, M. S., Gjølstad, E., Brevik, A., & Tørris, C. (2021). Student’s Experiences with Online Teaching Following COVID-19 Lockdown: A mixed Methods Explorative Study. Plos One, 16(8), e0250378. https://doi.org/10.1371/journal.pone.0250378
Al-Saadi, Z. (2020). Gender Differences in Writing: The Mediating Effect of Language Proficiency and Writing Fluency in Text Quality. Cogent Education, 7, 1770923. https://doi.org/10.1080/2331186X.2020.1770923
Altunoğlu, B., & Şeker, M. (2015). The Understandings of Genetics Concepts and Learning Approach of Pre-Service Science Teachers. Journal of Educational and Social Research, 5(1), 61–66. https://doi.org/10.5901/jesr.2015.v5n1s1p61
Aytekin, E., & Isiksal-Bostan, M. (2019). Middle School Students’ Attitudes towards the Use of Technology in Mathematics Lessons: Does Gender Make a Difference? International Journal of Mathematical Education in Science and Technology, 50(5), 707–727. https://doi.org/10.1080/0020739X.2018.1535097
Bernardo, R. (2020). Reinventing Quantitative Genetics for Plant Breeding: Something Old, Something New, Something Borrowed, Something Blue. Heredity, 125(6), 375–385. https://doi.org/10.1038/s41437-020-0312-1
Boerwinkel, D. J., Yarden, A., & Waarlo, A. J. (2017). Reaching a Consensus on the Definition of Genetic Literacy that Is Required from a Twenty-First-Century Citizen. Science and Education, 26(10), 1087–1114. https://doi.org/10.1007/s11191-017-9934-y
Bowles, J., Larreguy, H., & Liu, S. (2020). Countering Misinformation via WhatsApp: Preliminary Evidence from the COVID-19 Pandemic in Zimbabwe. PLOS ONE, 15(10), e0240005-. https://doi.org/10.1371/journal.pone.0240005
Bowling, B. V., Acra, E. E., Wang, L., Myers, M. F., Dean, G. E., Markle, G. C., Moskalik, C. L., & Huether, C. A. (2008). Development and Evaluation of a Genetics Literacy Assessment Instrument for undergraduates. Genetics, 178(1), 15–22. https://doi.org/10.1534/genetics.107.079533
Bugler, M., Mcgeown, S., & St Clair-Thompson, H. (2016). An Investigation of Gender and Age Differences in Academic Motivation and Classroom Behaviour in Adolescents. Educational Psychology, 36(7), 1193–1215. https://doi.org/10.1080/01443410.2015.1035697
Cary, T., & Branchaw, J. (2017). Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts. CBE—Life Sciences Education, 16(2), ar24. https://doi.org/10.1187/cbe.16-10-0300
Cebesoy, U. B., & Oztekin, C. (2018). Genetics Literacy: Insights From Science Teachers’ Knowledge, Attitude, and Teaching Perceptions. Int J of Sci and Math Educ, 16, 1247–1268. https://doi.org/10.1007/s10763-017-9840-4
Cebesoy, Ü. B., & Tekkaya, C. (2012). Pre-service Science Teachers’ Genetic Literacy Level and Attitudes towards Genetics. Procedia - Social and Behavioral Sciences, 31, 56–60. https://doi.org/10.1016/j.sbspro.2011.12.016
Cebesoy, U., & Öztekin, C. (2016). Relationships among Turkish Pre-Service ScienceTeachers’ Genetics Literacy Levels and their Attitudes towards Issues in Genetics Literacy. Journal of Baltic Science Education, 15(2), 159–172. https://doi.org/10.33225/jbse/16.15.159
Chapman, R., Likhanov, M., Selita, F., & Zakharov, I., Smith-Wooley, E. & Kovas, Y. (2017). Genetic Literacy And Attitudes Survey (Iglas): International Population-Wide Assessment Instrument. The European Proceedings of Social & Behavioural Sciences EpSBS, 33(6), 45–66. https://doi.org/10.15405/epsbs.2017.12.6
Chapman, R., Likhanov, M., Selita, F., Zakharov, I., Smith-Woolley, E., & Kovas, Y. (2019). New Literacy Challenge for the Twenty-First Century: Genetic Knowledge is Poor even among Well Educated. Journal of Community Genetics, 10(1), 73–84. https://doi.org/10.1007/s12687-018-0363-7
Chattopadhyay, A. (2005). Understanding of Genetic Information in Higher Secondary Students in Northeast India and the Implications for Genetics Education. Cell Biology Education, 4(1), 97–104. https://doi.org/10.1187/cbe.04-06-0042
Chin, K.-Y., Wang, C.-S., & Chen, Y.-L. (2019). Effects of an Augmented Reality-based Mobile System on Students’ Learning Achievements and Motivation for a Liberal Arts Course. Interactive Learning Environments, 27(7), 927–941. https://doi.org/10.1080/10494820.2018.1504308
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Delic, H. (2020). The Analysis of Learning Styles among High School Students. Journal of Education and Humanities, 2(2), 17–28.
Dubuc, M.-M., Aubertin-Leheudre, M., & Karelis, A. D. (2020). Gender Differences in Academic Performance of High School Students: The Relationship with Cardiorespiratory Fitness, Muscle Endurance, and Test Anxiety. International Journal of Preventive Medicine, 11:201, 1–7. https://journals.lww.com/ijom/fulltext/2020/11000/gender_differences_in_academic_performance_of_high.201.aspx
Dumache, R., Ciocan, V., Muresan, C. & Enache, A. (2016). Molecular Genetics and its Applications in Forensic Sciences. In In Forensic Analysis -From Death to Justice. InTech. https://doi.org/10.5772/63530
Egara, F. O., & Mosimege, M. D. (2023). Gender Difference in Secondary School Students’ Retention in Algebra: A Computer Simulation Approach. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2290. https://doi.org/10.29333/ejmste/13280
Erduran, S., Guilfoyle, L., Park, W., Chan, J., & Fancourt, N. (2019). Argumentation and Interdisciplinarity: Reflections from the Oxford Argumentation in Religion and Science Project. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–10. https://doi.org/10.1186/s43031-019-0006-9
Etobro, A. B., & Banjoko, S. O. (2017). Misconceptions of Genetics Concepts among Pre-Service Teachers. Global Journal of Educational Research, 16(2), 121–128. https://doi.org/10.4314/gjedr.v16i2.6
Ezechi, N. G. (2021). The Problems of Teaching and Learning Genetics in Secondary Schools in Enugu South Local Government Area of Enugu State. British International Journal of Education and Social Sciences, 8(4), 13–19. Retrieved from https://cirdjournal.com/index.php/bijess/article/view/230
Fang, S.-C., Hsu, Y.-S., & Lin, S.-S. (2019). Conceptualizing Socioscientific Decision Making from a Review of Research in Science Education. International Journal of Science and Mathematics Education, 17(3), 427–448. https://doi.org/10.1007/s10763-018-9890-2
Fauzi, A., Saefi, M., Adi, W. C., Kristiana, E., & Lestariani, N. (2022). Instrument evaluation of conspiracy theory about COVID-19: Exploratory factor analysis and confirmatory factor analysis. International Journal of Evaluation and Research in Education (IJERE), 11(2), 491–498. https://doi.org/10.11591/ijere.v11i2.22339
Fitzgerald-Butt, S. M., Bodine, A., Fry, K. M., Ash, J., Zaidi, A. N., Garg, V., Gerhardt, C. A., & McBride, K. L. (2016). Measuring Genetic Knowledge: A Brief Survey Instrument for Adolescents and Adults. Clinical Genetics, 89(2), 235–243. https://doi.org/10.1111/cge.12618
Ganley, C. M., & Lubienski, S. T. (2016). Mathematics Confidence, Interest, and Performance: Examining Gender Patterns and Reciprocal Relations. Learning and Individual Differences, 47, 182–193. https://doi.org/10.1111/cge.12618
Gericke, N., Carver, R., Castéra, J., Evangelista, N. A. M., Marre, C. C., & El-Hani, C. N. (2017). Exploring Relationships Among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors. Science and Education, 26(10), 1223–1259. https://doi.org/10.1007/s11191-017-9950-y
Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 Confinement on Students’ Performance in Higher Education. Plos One, 15(10), 1-23: e0239490. https://doi.org/10.1371/journal.pone.0239490
Gusmalini, A., Wulandari, S., & Zulfarina. (2020). Identification of Misconceptions and Causes of Student Misconceptions on Genetics Concept with CRI Method. Journal of Physics: Conference Series, 1655(1), 1-5, 012053. https://doi.org/10.1088/1742-6596/1655/1/012053
Haskel-Ittah, M., & Yarden, A. (2018). Students’ Conception of Genetic Phenomena and Its Effect on Their Ability to Understand the Underlying Mechanism. CBE Life Science Education, 17(3), 1-9: ar36. https://doi.org/10.1187/cbe.18-01-0014
Haskel-Ittah, M., Duncan, R. G., & Yarden, A. (2020). Students’ Understanding of the Dynamic Nature of Genetics: Characterizing Undergraduates’ Explanations for Interaction between Genetics and Environment. CBE Life Sciences Education, 19(3), 1-13: ar37. https://doi.org/10.1187/cbe.19-11-0221
Heng, C. K., & Karpudewan, M. (2015). The Interaction Effects of Gender and Grade Level on Secondary School Students’ Attitude towards Learning Chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 11(4), 889–898. https://doi.org/10.12973/eurasia.2015.1446a
Heo, M., & Toomey, N. (2020). Learning with Multimedia: The Effects of Gender, Type of Multimedia Learning Resources, and Spatial Ability. Computers & Education, 146, 103747. https://doi.org/10.1016/j.compedu.2019.103747
Hott, A. M., Huether, C. A., McInerney, J. D., Christianson, C., Fowler, R., Bender, H., Jenkins, J., Wysocki, A., Markle, G., & Karp, R. (2002). Genetics Content in Introductory Biology Courses for Non-Science Majors: Theory and Practice. BioScience, 52(11), 1024–1035. https://doi.org/10.1641/0006-3568(2002)052[1024:GCIIBC]2.0.CO;2
John, C., & Anaya, J.-M. (2015). Genetics and Vaccines in the Era of Personalized Medicine. Current Genomics, 16(1), 47–59. https://doi.org/10.2174/1389202916666141223220551
Juniati, E., & Subali, B. (2017). Teacher’s Opinion about Learning Continuum of Genetics Based on Student’s Level of Competence. AIP Conference Proceedings, 1868(1), 100002. https://doi.org/10.1063/1.4995212
Kampourakis, K., Reydon, T., Patrinos, G., & Strasser, B. (2014). Genetics and Society-Educating Scientifically Literate Citizens: Introduction to the Thematic Issue. Science & Education, 23, 251–258. https://doi.org/10.1007/s11191-013-9659-5
Kantahan, S., Junpeng, P., Punturat, S., Tang, K. N., Gochyyev, P., & Wilson, M. (2020). Designing and Verifying a Tool for Diagnosing Scientific Misconceptions in Genetics Topic. International Journal of Evaluation and Research in Education (IJERE), 9(3), 564–571. https://doi.org/10.11591/ijere.v9i3.20544
Kılıç, D., & Sağlam, N. (2014). Students’ Understanding of Genetics Concepts: The Effect of Reasoning Ability and Learning Approaches. Journal of Biological Education, 48(2), 63–70. https://doi.org/https://doi.org/10.1080/00219266.2013.837402
Krittanawong, C., Narasimhan, B., Virk, H. U. H., Narasimhan, H., Hahn, J., Wang, Z., & Tang, W. H. W. (2020). Misinformation Dissemination in Twitter in the COVID-19 Era. The American Journal of Medicine, 133(12), 1367–1369. https://doi.org/10.1016/j.amjmed.2020.07.012
Kurthen, H. (2014). What Influences College Classroom Interaction? International Journal of Assessment and Evaluation, 20(4), 13–34. https://doi.org/10.18848/2327-7920/CGP/v20i04/58943
Liday, D., & Liwag, C. (2021). Eating Behavior and Physical Activity of Senior Citizens during the COVID-19 Lockdown. International Journal of Public Health Science (IJPHS), 10(3), 493–499. https://doi.org/10.11591/ijphs.v10i3.20827
Liew, T. W., Tan, S.-M., Gan, C., & Wei Ming, P. (2022). Colors and Learner’s Gender Evoke Different Emotional and Cognitive Effects in Multimedia Learning. Human Behavior and Emerging Technologies, 2022, 1–15. https://doi.org/10.1155/2022/1235732
Liu, Y., Wu, N., Yan, J., Yu, J., Liao, L., & Wang, H. (2023). The Relationship between Health Literacy and Internet Addiction among Middle School Students in Chongqing, China: A Cross-Sectional Survey Study. Plos One, 18(3), 1-18: e0283634. https://doi.org/10.1371/journal.pone.0283634
Machová, M., & Ehler, E. (2023). Secondary School Students’ Misconceptions in Genetics: Origins and Solutions. Journal of Biological Education, 57(3), 633–646. https://doi.org/https://doi.org/10.1080/00219266.2021.1933136
Maghfiroh, H., Zubaidah, S., Mahanal, S., & Susanto, H. (2023). Definition and Conceptual Model of Genetics Literacy: A Systematic Literature Review. International Journal of Public Health Science (IJPHS), 12(2), 554–567. https://doi.org/10.11591/ijphs.v12i2.22679
Marni, S., Aliman, M., Suyono, S., Roekhan, R., & Harsiati, T. (2020). Students’ Critical Thinking Skills Based on Gender And Knowledge Group. Journal of Turkish Science Education, 17(4), 543–560. https://doi.org/10.36681/tused.2020.44
McKnight, L., Pearce, A., Willis, A., Young, M. A., & Terrill, B. (2021). Supporting Teachers to Use Genomics as a Context in the Classroom: An Evaluation of Learning Resources for High School Biology. Journal of Community Genetics, 12(4), 653–662. https://doi.org/https://doi.org/10.1007/S12687-021-00550-3
Mohammed, A. R., Habeeb, R. R., & Al-Muhja, N. A. H. (2022). Genetic Literacy for Students in Faculties of Education in Universities. Varidika, 34(2), 72–84. https://journals.ums.ac.id/index.php/varidika/article/view/19102
Moshki, M., Mirzania, M., & Kharazmi, A. (2018). The Relationship of Health Literacy to Quality of Life and Demographic Factors in pregnant women: A Cross-Sectional Study. Journal of Health Literacy, 2(4), 203–215.
Nair, S. C., Sreedharan, J., Satish, K. P., & Ibrahim, H. (2022). Health Literacy in a High Income Arab Country: A Nation-Wide Cross-Sectional Survey Study. PLOS ONE, 17(10), 1-11: e0275579. https://doi.org/10.1371/journal.pone.0275579
Nurse, P., & Hayles, J. (2019). Using genetics to understand biology. Heredity, 123(1), 4–13. https://doi.org/10.1038/s41437-019-0209-z
Oertelt-Prigione, S., & Mariman, E. (2020). The Impact of Sex Differences on Genomic Research. The International Journal of Biochemistry & Cell Biology, 124(2020), 1-10: 105774. https://doi.org/10.1016/j.biocel.2020.105774
Osman, E., Boujaoude, S., & Hamdan, H. (2017). An Investigation of Lebanese G7-12 Students’ Misconceptions and Difficulties in Genetics and Their Genetics Literacy. Int J of Sci and Math Educ, 15(7), 1257–1280. https://doi.org/https://doi.org/10.1007/s10763-016-9743-9
Özcan, M. (2021). Factors Affecting Students’ Academic Achievement According to the Teachers’ Opinion. Education Reform Journal, 6(1), 1–18. https://doi.org/10.22596/erj2021.06.01.1.18
Özdemir, R., Bektemur, G., Keles, E., & Baydili, K. N. (2023). Internet Use, e-Heath Literacy, and Associated Factors in Istanbul, Turkey: A Cross-Sectional Study. Journal of Consumer Health on the Internet, 27(1), 1–11. https://doi.org/10.1080/15398285.2022.2129178
Paul, A. O. (2018). Dealing with Biology Students’ Fear of Genetics: Computer Assisted Instruction (CAI) to the Rescue. Educational Research, 9(4), 105–117.
Piraksa, C., Srisawasdi, N., & Koul, R. (2014). Effect of Gender on Student’s Scientific Reasoning Ability: A Case Study in Thailand. Procedia - Social and Behavioral Sciences, 116(2014), 486–491. https://doi.org/10.1016/j.sbspro.2014.01.245
Protheroe, J., Whittle, R., Bartlam, B., Estacio, E. V., Clark, L., & Kurth, J. (2016). Health Literacy, Associated Lifestyle and Demographic Factors in Adult Population of an English City: A Cross‐Sectional Survey. Health Expect, 20(1), 112–119. https://doi.org/10.1111/hex.12440
Puig, B., Ageitos, N., & Jiménez-Aleixandre, M. P. (2017). Learning Gene Expression Through Modelling and Argumentation. Science & Education, 26(10), 1193–1222. https://doi.org/10.1007/s11191-017-9943-x
Reale, C., Invernizzi, F., Panteghini, C., & Garavaglia, B. (2021). Genetics, Sex, and Gender. Journal of Neuroscience Research, 101(5), 553–562. https://doi.org/10.1002/jnr.24945
Ricciardi, W., & Stefania, S. (2017). New Challenges of Public Health: Bringing the Future of Personalised Healthcare into Focus. European Journal of Public Health, 27(4), 36–39. https://doi.org/https://doi.org/10.1093/eurpub/ckx164
Rodriguez, S., Roter, D., Castillo-Salgado, C., Hooker, G., & Erby, L. (2015). Translation and Validation of a Spanish-Language Genetic Health Literacy Screening Tool. Health Psychology : Official Journal of the Division of Health Psychology, American Psychological Association, 34(2), 120–129. https://doi.org/10.1037/hea0000162
Rujito, L. , Nandhika, T. , Lestari, D. W. D. , Ferine, M. , & Muhaimin, A. (2020). Genetic Literacy Levels and Genetic Screening attitudes on Medical Students in Indonesia: A National Survey. Malaysian Journal of Public Health Medicine, 20(3), 1–8. https://doi.org/10.37268/MJPHM/VOL.20/NO.3/ART.407
Rusmana, A., Rachmatullah, A., Nuraeni, E., & Ha, M. (2021). The Genetics Conceptual Understanding of Indonesian and United States Undergraduate Biology Students. Asia-Pacific Science Education, 7, 1–29. https://doi.org/10.1163/23641177-BJA10024
Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific Argumentation: The Effects of Content Knowledge and Morality. International Journal of Science Education, 28(12), 1463–1488. https://doi.org/10.1080/09500690600708717
Saleh, R., Zubaidah, S., & Mahanal, S. (2023). The Correlation between Critical Thinking and Metacognitive Skills on Student Retention Across Genders in Senior High School. Uniciencia, 37(1), 1–20. https://doi.org/https://doi.org/10.15359/ru.37-1.7
Samerski, S. (2014). Genetic Literacy New Frontiers in Technological Literacy. Springer. pp 165–172. https://doi.org/10.1057/9781137394750_12
Schmidt, N. A., & Brown, J. M. (2019). Evidenced-based practice for nurses: Appraisal and application of research (4th ed.). Jones and Bartlett.
Shea, N. A., Golan Duncan, R., & Stephenson, C. (2015). A Tri-part Model for Genetics Literacy: Exploring Undergraduate Student Reasoning About Authentic Genetics Dilemmas. Research in Science Education, 45(4), 485–507. https://doi.org/10.1007/s11165-014-9433-y
Shi, Y., & Qu, S. (2022). The Effect of Cognitive Ability on Academic Achievement: The Mediating role of Self-Discipline andThe ModeratingRole of Planning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1014655
Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing Scientific Argumentation Strategies using Revised Argument-Driven Inquiry (rADI) in Science Classrooms in Thailand. Asia-Pacific Science Education, 5:7(1), 1–22. https://doi.org/10.1186/s41029-019-0035-x
Sparks, R. A., Jimenez, P. C., Kirby, C. K., & Dauer, J. M. (2022). Using Critical Integrative Argumentation to Assess Socioscientific Argumentation across Decision-Making Contexts. Education Sciences, 12(10), 1–31. https://doi.org/10.3390/educsci12100644
Stern, F., & Kampourakis, K. (2017). Teaching for Genetics Literacy in the Post-Genomic Era. Studies in Science Education, 53(2), 193–225. https://doi.org/10.1080/03057267.2017.1392731
Szadvári, I., Ostatníková, D., & Babková Durdiaková, J. (2023). Sex Differences Matter: Males and Females are Equal but Not the Same. Physiology & Behavior, 259(2023), 1-9: 114038. https://doi.org/10.1016/j.physbeh.2022.114038
Tsaousis, I., & Alghamdi, M. H. (2022). Examining Academic Performance Across Gender Differently: Measurement Invariance and Latent Mean Differences using Bias-Corrected Bootstrap Confidence Intervals. Frontiers in Psychology, 13(2022), 1–12. https://doi.org/10.3389/fpsyg.2022.896638
Van Der Vleuten, M., Jaspers, E., Maas, I., & van der Lippe, T. (2016). Boys’ and girls’ educational choices in secondary education. The role of gender ideology. Educational Studies, 42(2), 181–200. https://doi.org/10.1080/03055698.2016.1160821
Verdes, A., Navarro, C., & Álvarez‐Campos, P. (2021). Mobile Learning Applications to Improve Invertebrate Zoology Online Teaching. Invertebrate Biology, 140: e12321(1), 1–12. https://doi.org/10.1111/ivb.12321
Vlčková, J., Kubiatko, M., & Usak, M. (2016). Czech High School Students’ Misconceptions about Basic Genetic Concepts: Preliminary Results. Journal of Baltic Science Education, 15(6), 738–746. https://doi.org/10.33225/jbse/16.15.738
Wang, X., & Cheng, Z. (2020). Cross-Sectional Studies: Strengths, Weaknesses, and Recommendations. Chest, 158(1, Supplement), S65–S71. https://doi.org/10.1016/j.chest.2020.03.012
Wimmer, A., Buzady, Z., Csesznak, A., & Szentesi, P. (2022). Intuitive and Analytical Decision-Making Skills Analysed through a Flow Developing Serious Game. Journal of Decision Systems, 31(sup1), 4–17. https://doi.org/10.1080/12460125.2022.2073863
Wrigley-Asante, C., Ackah, C. G., & Frimpong, L. K. (2023). Gender Differences in Academic Performance of Students Studying Science Technology Engineering and Mathematics (STEM) Subjects at the University of Ghana. SN Social Sciences, 3:12(1), 1–22. https://doi.org/10.1007/s43545-023-00608-8
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/J.COMPEDU.2012.10.024
Xin, J., Zhang, Y., Tang, Y., & Yang, Y. (2019). Brain Differences Between Men and Women: Evidence From Deep Learning. Frontiers in Neuroscience, 13(2019), 1–10. https://doi.org/10.3389/fnins.2019.00185
Yoo, Y. S. (2018). Modelling of Factors Influencing Gender Difference in Mathematics Achievement using TIMSS 2011 Data for Singaporean Eighth Grade Students. Asia Pacific Journal of Education, 38(1), 1–14. https://doi.org/10.1080/02188791.2017.1334626
Yu, Z. (2021). The Effects of Gender, Educational Level, and Personality on Online Learning Outcomes during the COVID-19 Pandemic. International Journal of Educational Technology in Higher Education, 18:14(1), 1–17. https://doi.org/10.1186/s41239-021-00252-3
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Shared by Journal and Authors (CC-BY-NC-ND)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Authors guarantee the journal the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors can set separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, place it in an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. The authors have declared to hold all permissions to use the resources they provided in the paper (images, tables, among others) and assume full responsibility for damages to third parties.
4. The opinions expressed in the paper are the exclusive responsibility of the authors and do not necessarily represent the opinion of the editors or the Universidad Nacional.
Uniciencia Journal and all its productions are under Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Unported.
There is neither fee for access nor Article Processing Charge (APC)
