Neural Networks and Rules-based Systems used to Find Rational and Scientific Correlations between being Here and Now with Afterlife Conditions
Neural Networks and Rules-based Systems used to Find Rational and
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The study examined the influence of sex-role selfconcept on academic performance among students in coeducational secondary schools in Siaya District. The sample comprised 154 boys and 89 girls in Form 3. Bem’s Sex-role Inventory (BSRI) was used to collect data on masculinity and femininity while students’ academic scores were obtained from school records. Linear Regression analysis revealed that sex-role self-concept predicts academic performance. Sex-role self-concept also explained significant variance in academic scores. The results further showed significant difference between the academic mean scores of androgynous, masculine, feminine, and undifferentiated students. However, the androgynous students had better academic mean score than the other students. The results support the view that sex-role selfconcept is a predictor of achievement than gender.
Rael Achieng Ogwari. 2015. \u201cThe Influence of Sex-role Self-Concept on Academic Performance among Secondary School Students in Kenya\u201d. Global Journal of Human-Social Science - A: Arts & Humanities GJHSS-A Volume 15 (GJHSS Volume 15 Issue A9): .
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
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Total Score: 103
Country: Kenya
Subject: Global Journal of Human-Social Science - A: Arts & Humanities
Authors: Rael Achieng Ogwari, Catherine Simiyu, Jonah Nyaga Kindiki (PhD/Dr. count: 0)
View Count (all-time): 129
Total Views (Real + Logic): 4083
Total Downloads (simulated): 2009
Publish Date: 2015 10, Wed
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The study examined the influence of sex-role selfconcept on academic performance among students in coeducational secondary schools in Siaya District. The sample comprised 154 boys and 89 girls in Form 3. Bem’s Sex-role Inventory (BSRI) was used to collect data on masculinity and femininity while students’ academic scores were obtained from school records. Linear Regression analysis revealed that sex-role self-concept predicts academic performance. Sex-role self-concept also explained significant variance in academic scores. The results further showed significant difference between the academic mean scores of androgynous, masculine, feminine, and undifferentiated students. However, the androgynous students had better academic mean score than the other students. The results support the view that sex-role selfconcept is a predictor of achievement than gender.
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