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Investigate and determine why girls tend to achieve higher grades than boys at key stage 4.

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Introduction

Aim The aim of this project is to investigate and determine why girls tend to achieve higher grades than boys at key stage 4.To help me fulfil this I will collect some secondary information to obtain other peoples views on this particular subject. To see what has been written in the past and in the present, to compare and notice the changes in this chosen area. I will gather this secondary information from newspapers, books and sources from the internet. I will then quote this, ensuring that it is relevant to the proposed question. After completing this, I aim to conduct some of my own work and to find out myself what other people believe about this and I will do this in the form of a questionnaire. I will keep each on confidential and I will make people aware of how the information will be used before using it for my project. Questionnaires are a good way of obtaining information as using a YES/NO format is an easy way to get a clear comparison of what people actually think. Although it seems quite cheap to produce questionnaires, photocopying comes from school funding, so any payments are made from the school. I will give questionnaires out at school and to the public to give a large variety of different people and age groups. ...read more.

Middle

Explanations for the improved performance of females in education. ?The national Curriculum The national curriculum now makes it compulsory for girls and boys to study English, Maths and Science up to the age of 16. Together with the emphasis on testing, meeting government targets and gaining a good position in the league tables, this means that girls as well as boys are encouraged to do well. This change has not had much of an impact after GCSE's- boys are still likely to choose traditional 'male subjects' at A level, and girls tend to choose traditional ' girl subjects.' ?Role models Partly as a result of economic changes, partly as a result of legal changes, and partly as a result of other social changes, many girls studying for GCSE's and A levels will have grown up in homes where both parents worked. Many of today's school leavers come from households where both incomes were important. It is not just boys who can relate to college to gain qualifications. Not only have girls grown up with new role models at home but they have also been presented with a range of positive role models in the mass media. From assertive, confident females in music like Madonna to TV shows showing women in a range of roles from Jennifer Saunders and Dawn French to Kirsty Young and Kate Adie. ...read more.

Conclusion

' The women's movement.' The women's movement (discussed in chapter 6) has achieved considerable success in challenging the traditional stereotype of women's roles as housewives and mothers. This means many women now look beyond housewife/mother role as their main role in life. ?'Girls work harder.' There is mounting evidence that girls work harder and are better motivated than boys. - They put more effort into their work. -They spend more time on doing their homework properly -They take more care with the way their work is presented. -They concentrate more in class (research shows the typical 14-year-old girl can concentrate three or four times as long as her fellow male students) - They are generally better organised- for example, in bringing the right equipment to school and meeting deadlines for handing in work. It has been suggested that the above factors may have helped girls to take more advantage of the increasing use of coursework in GCSE, A level and GNVQ. Such work often requires good organisation and sustained application, and girls appear better in these respects. ? ' Girls mature earlier than boys.' By the age of 16, girls are estimated to be more mature than boys by up to two years. Put simply, this means girls are more likely to view exams in a far more responsible way, and recognise their seriousness. ...read more.

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