Self-Regulation and Communication Skills in Biology Enthusiast Students: A Gender Study
DOI:
https://doi.org/10.56294/saludcyt20251496Keywords:
Self-Regulation, Communication Skills, Gender, Biology Enthusiasts StudentsAbstract
Introduction: This research investigated the influence of gender on self-regulation and communication skills in 11th-grade Biology students. Effective self-regulation and communication are crucial for academic success and personal development, making this investigation vital for informing targeted educational strategies.
Methods: A concurrent embedded mixed methods approach was utilized in this study. Data were collected from 104 11th-grade Biology students at SMAN 3 Singaraja and three Biology teachers. Quantitative data on self-regulation and communication skills were gathered via a Google Form questionnaire and analyzed using descriptive and inferential statistics (Mann-Whitney U test). Qualitative data, comprising teachers' perspectives, were analyzed using qualitative descriptive analysis.
Results: Analysis revealed: (1) No significant gender difference in overall self-regulation, except for self-observation and self-reaction; and (2) Significant gender differences in communication skills, excluding assertive communication.
Conclusions: These findings highlight the nuanced relationship between gender and these skills. While overall self-regulation showed no significant gender disparity, specific indicators and communication skills exhibited gender-based differences. Future research should focus on developing gender-sensitive learning models to enhance self-regulation and communication skills in Biology students.
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Copyright (c) 2025 I Putu Oktap Indrawan , Susriyati Mahanal , Fatchur Rohman , Fatchur Rohman (Author)
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