African Journal of Gender and Women Studies

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (1), pp. 001-007, January, 2021. © International Scholars Journals

Full length Research Paper

Evaluation of gender, personality and self-assessed intelligence

*Tomas Chamorro-Premuzic and Adrian Furnham

*Department of Psychology, Goldsmiths College, University of London.

Department of Psychology, University College London.

Accepted 21 November, 2020

Abstract

This paper examines the extent to which self-assessed intelligence (SAI) may be a function of personality traits, gender, and “actual” intellectual ability (as measured through psychometric g ) in a sample of 188 (119 female) UK university students. Participants completed three cognitive ability tests and the “Big Five” personality inventory after estimating their own multiple intelligences. Psychometric g (extracted from the three ability test scores) was a significant predictor of SAI (extracted from self-assessed multiple intelligences), accounting for 10% of the variance. When personality was added to the regression model, the percentage of variance explained increased to 22%, whilst gender accounted for an additional 7% (total = 29%). Emotional Stability (rather than Neuroticism) and Extraversion (rather than Introversion) were associated with higher SAI. Theoretical implications with regard to the taxonomic position of SAI, and practical implications with regard to educational and occupational assessment and performance are discussed.

Keywords: self-assessed intelligence, personality traits, psychometric intelligence, gender.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (1), pp. 001-004, January, 2021. © International Scholars Journals

Full Length Research Paper

Gender inequality in science achievement among senior secondary school students in Makurdi Metropols

Joel O. Eriba¹ and Sesugh Ande²

¹Senior Lecturer and Head, Ddepartment of Curriculum and Teaching, Faculty of Education, Benue State University, Makurdi.

²Lecturer, Department of Chemistry, Federal University of Agriculture, Makurdi.

Accepted 3 August, 2006

Abstract

Over the years there exists gender inequality in science achievement among senior secondary school students the world over. It is observed that the males score higher than the females in science and science- related examinations. This has created a big psychological alienation or depression in the minds of female students towards science and science- related subjects. This paper attempted to find out if sex differences exist in calculating reacting masses from a set of chemical equations among secondary school students in Makurdi metropolis. A Calculation Achievement Test (CAT) was administered to thirty students randomly selected from Government secondary school, North- Bank, Makurdi. The t-test statistic for independent samples was used to analyse the data obtained. The study established that boys performed better than girls on the achievement test. Recommendations to address the gender disparity in students’ performance in chemistry were made. These include: teaming up of chemistry and mathematics teachers to ensure integrative learning, transfer and application of knowledge among the females by giving them more attention/time during classes.

Key Words: Gender, Achievement, Reacting Masses and Chemical equation.

African Journal of Gender and Women Studies Vol. 5 (6), pp. 001-007, June, 2020. © International Scholars Journals

Perspective

African Women/Girls and HIV/AIDS: The Issue of Justice

Emmanuel Adu Addai

Doctoral Candidate, Neiswanger Institute for Bioethics Loyola University Chicago Strict School of Medicine 2160 S. First Avenue Maywood, IL 60153 [email protected].

Accepted 03 June, 2020

Abstract 

Ethics in the social, cultural, political, or economic contexts govern the behavior of individuals to attain the goal of the well-being of individuals. Meanwhile, in some societies characterized by gender biases, these moral principles may be absent. Severe consequences to a minor group describe their absence. The alarming number of cases of HIV/AIDS infections in sub-Saharan Africa among women and girls have raised many questions. This paper aims to address the issue of gender-related injustices as the primary cause of the situation. Most of the countries in the region are characterized by aspects such as patriarchal systems, polygamy, and early child marriage, which affect women and girls significantly. Meanwhile, various stakeholders are called upon to intervene and offer remedies to the situation by applying ethical principles. Such interventions include prevention, educational, and vocational training programs. However, these interventions should encompass ethical principles to sustain and promote the well-being of marginalized groups, in this case, women and girls.

Keywords: HIV/AIDS Prevention, Sub-Saharan Africa, Justice. 

African Journal of Gender and Women Studies Vol. 5 (5), pp. 001-005, May, 2020. © International Scholars Journals

Full Length Research Paper

Gender differences in anxiety among Pakistani survivors of suicide bomb blast

Yasmin Nilofer Farooqi¹*, Sidra Tariq¹ and David D. Burns²

¹Department of Applied Psychology, University of the Punjab, New Campus Lahore, Pakistan 54590.

²Department of Psychiatry and Behavioral Sciences, Stanford University, School of Medicine, U.S.A.

Accepted 17 September, 2019

Abstract

This research investigated gender differences in anxiety among Pakistani survivors of suicide bomb blast. The sample was composed of 150 adult residents of Islamabad. 75 participants were live-witnesses of the Marriott hotel suicide bomb blast and 75 participants did not witness it Burns Anxiety Inventory (BAI, 1999) was individually administered to all the research participants after getting written permission from the author for its use in the current research project. The female survivors reported greater anxiety than male survivors of this bomb blast (t = -2.45, df = 148, *p < 0.05). All the participants who directly witnessed the traumatic event of suicide bomb blast reported greater anxiety than those who did not witness it (t = 7.90, df = 148, **p < 0.01). Furthermore, the female survivors of suicide bombing reported more physical symptoms of anxiety as compared to their male counterparts (t = -2.94, df = 148, **p < 0.01). However, no gender differences were found in anxious thoughts and feelings of the survivors; probably because in Pakistani society the women often manifest their emotional distress in somatic form rather than in thoughts and feelings. The findings of this research have implications for promoting our knowledge and understanding of gender related issues of the survivors of traumatic events; such as suicide bomb blasts so that gender-sensitive counseling and therapeutic interventions could be introduced for the management and treatment of such survivors of terrorist attacks.

Key words: Survivors, suicide bomb blast, anxiety, live-witnesses, non-witnesses.

Key words: Computer, attitudes, gender differences.

African Journal of Gender and Women Studies Vol. 5 (5), pp. 001-005, May, 2020. © International Scholars Journals

Full Length Research Paper

Early childhood education: Its policy formulation and implementation in Nigerian educational system

E. D. Nakpodia

Department of Educational Administration and Policy Studies, Delta State University, Abraka, Nigeria. E-mail: [email protected]. Tel: 08033862036.

Accepted 16 February, 2020

Abstract

This paper dealt with childhood education as a preparatory step for primary education, a starting point for the child’s general development and the foundation of Nigerian education system, using the mother tongue as a means of communication and as medium of instruction. The paper emphasized that if pre-primary education is to serve its purposes as stated in the National Policy of Education in Nigeria amongst others for making the children to have an effective smooth transition from the home to the school and prepare the child for the primary level of education, then it should be well supervised, staffed, equipped, financed and coordinated. To achieve this, this policy requires political will, determination, transparency, accountability and steadfastness and a close interface between policy formulation and implementation.

Key words: Pre-primary education, policy formation, implementation, educational system, Nigeria.