Gender-Wise Difference of Home Environment among Senior Secondary School Students in Bhutan

Autor/in	Jamba, Sangay
Titel	Gender-Wise Difference of Home Environment among Senior Secondary School Students in Bhutan
Quelle	In: Journal on School Educational Technology, 18 (2023) 4, S.38-43 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Gender Differences; Family Environment; Secondary School Students; Student Attitudes; Foreign Countries; Student Needs; Parenting Styles; Family Relationship; Bhutan + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Familienmilieu; Sekundarschüler; Schülerverhalten; Ausland
Abstract	This research focuses on investigating the gender-wise difference in the home environment among senior secondary school students in Bhutan. The objective of this study is to examine whether there are any notable differences in the home environment of senior secondary school students based on their gender. The study employs a descriptive survey method to gather data from a total sample of 200 students, consisting of 105 boys and 95 girls. Mean values and standard deviations are used to assess the home environment, categorized by gender, and t-tests for equality of means are conducted to examine potential differences between boys and girls. The results indicate that girls perceive a more positive home environment compared to boys, with a higher mean value. The significance of these gender differences is supported by the t-test results and associated p-values. The findings emphasize the importance of considering gender in understanding the variations in home environments among senior secondary school students in Bhutan and call for further investigation into the factors contributing to these distinctions. Overall, this study sheds light on the importance of the home environment in shaping students' development and provides insights for creating a nurturing and supportive environment for their growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01