The effect of gender on the achievement of third year students in the area of English drama

Abstract EN

The paper analyzes The effect of gender on the Achievement of Third year college students at the Department of English Language and Literature / AL-Yarmouk University College at Diyala-Iraq.

This paper aims at identifying the effect of gender on the achievement of third year college students in the area of English Drama-Department of English Language and literature of AL-Yarmouk University College.

In addition, the paper's goal is to highlight the main Discrimination between students in learning English drama.

The population of this study comprised all the third year college students of Department of English Language and literature-AL-Yarmouk University College for the academic year 2013-2014.

The sample of the study included all the (72 students) males and females of third year college students of Department of English Language and literature-AL-Yarmouk University College for the academic year 2013-2014.

Anyhow, a test presents in the type of Recognition and Production level.

It comprised (48) items.

Every item was marked as correct or incorrect.

An item correctly rendered scores one point, and incorrect rendering scores zero, despite (Task four) which test the production level.

Task four comprised of (3 items).

Each item score from the scale of (5 Marks).

Failure to tick any choice was considered a wrong answer.

However, all the papers were scored by the researcher herself, and the full mark of the test was sixty.

From the results obtaining, the researcher concluded that :- 1-The effect of gender on the achievement of third year college students in the area of English Drama is low, since its rate between the scale of (0, 49-0, 01) so it is considered low.

In other words, there is weak relation between gender and success in achievement of third year students in the area of English Drama.

2-Students’ answers at recognition level seem to be higher than that at production level as follows : A-The item difficulties in question 1 and 2 seem to be lower than that in 3 and 4.

B-The item discrimination in questions 3 and 4 seems to be higher than that in 1 and 2.