It is well established that girls and boys perform differently in traditional examinations in most countries. This study looks at a sample of school students in Kuwait aged about 13 and explores how boys and girls differ in the performance in a range of tests related to learner characteristics. The fundamental question is how boys and girls differ in these learner characteristics and do any of the differences relate to examination performance. If the development of such learner characteristic is open to experiences in the formal learning situations, then this opens the door to possible ways to encourage the development of such characteristics, with possible concomitant en- hancement of academic performance. The importance of this cannot be underestimated for it gives curriculum planners, textbook writers teachers and examiners potential tools for enhanced learning. In terms of gender, it may well offer some ways forward to ensure that there is equality of opportunity in achieving high academic perfor- mance. Confirming previous studies, the girls markedly outperform the boys in all school subject examinations but there are no differences in their measured working memory capacities. In looking at the relationships between various combinations of the measurements made, it is found that boys are much more dependent on working memory than girls in performing in examinations, and the boys are also much more dependent on employing skills related to divergent thought in achieving success in ex- aminations. These observations are interpreted in terms of the way boys and girls learn, Glasgow Gemale Escorts Uk girls being more conscientious and willing to memorise than the boys who, in turn, have to rely on working things out for success: girls tend to memorise; boys tend to try to work it out. This may offer an explanation of the greater success of girls in typical examinations where the accurate recall of information is so often the key to success. Türkçe Turkish English. European Journal of Educational Research. Araştırma Makalesi. PDF Kütüphaneme Ekle ×. Araştırma Oluştur Kapat. Kaynakça Al-Ahmadi, F. Working memory capacity, confidence and scientific thinking, Research in Science and Technological Education, 27 2 Aldous, Carol, Creativity, problem solving and innovative science: insights from history, cognitive psychology and neuroscience, International Education Journal, 8 2 Ali, A. Al-Qasmi, S. Al-Naeme, F. Room for Scientific Thought? Baddeley, A. Working Memory. Oxford: Clarendon Press. Bahar, M. Investigation of biology students' cognitive structure through word association tests, mind maps and structural communication grids, PhD Thesis, University of Glasgow, Glasgow. Johnstone, A. Broverman, D. Vogel, W. Klaiber, E. Majcher, D. Shead, D. Roles of activation and inhibition in sex differences in cognitive abilities. Psychological Review, 48, Chen, W-C. Danili, E. Some Strategies to improve Glasgow Gemale Escorts Uk in school chemistry, based on two cognitive factors, Research in Science and Technological Education, 22 2 Assessment Formats: do they make a difference? Chemistry Education Research and Practice, 6 4 Frey, D. Psychosocial Needs of the Gifted Adolescent. In: Bireley, M.
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