Proposed research topic: Why male students in Azerbaijan are more successful than female?

Background and problem: In our society, it became a common wisdom and accepted stereotype that males are definitely more successful and have potential to outperform females almost at any field. If we look at the grades of male students at schools or universities, the results show that boys are smarter and more successful. Statistical data about last year's SSAC score showed that overall male students scores were higher than females. Therefore, following success in university and master degree leads to establish strong career path and great success at the end with a high salary. Though female students are more hardworking, dutiful and much more responsible than males, they face many problems after graduation, regarding employment. Sometimes there is a lack of motivation and confidence in females to continue education. Nevertheless, there are different views on this issue. Some people think that naturally, males have stronger capacity and skills for education and jobs. While others believe that there is no potential difference in gender to cause the gap between students. However, the restrictions given by parents and tradition existed in our families are the main reasons that demoralize girls, and affect negatively their future plans and dreams. Another important issue can be considered as secondary school's effect and design of preparation for university. Because of dissatisfaction with school's curriculum system and teachers performance most of the students prefer working with tutors. Literature review: Different researches were conducted in this field to identify the differences between male and female students, precisely in their attitude toward education, self-esteem, motivation and so on. When researchers Nicole Else-Quest, Concetta Mineo and Ashley Higgins studied 367 White, African American, Latino/Latina, and Asian American 10th grade male and female students in math and science, the results showed that grades of two groups were similar. However, male students were more likely to be confident on their abilities, and their expectations were much higher than girls. Professor Else-Quest, a lead author and developmental psychologist at the University of Maryland, Baltimore County reported that "despite gender similarities in math and science achievement, female adolescents tend to believe their science, technology, engineering, and mathematics (STEM) abilities are just not as strong as those of their male classmates".

Another research conducted by International Association for the Evaluation for Education Achievement observed male and female students score on mathematics and reading literacy in the fourth grade. Though the results in mathematics were almost similar, the girls outperformed boys on reading literacy. However, the differences began occur after fourth grade, when male students start to outscore females in math and science, which is considered as a negative effect on their future education and career. The State Statistical Committee of the Republic of Azerbaijan publish annual reports about results of admissions exam for universities in bachelor and master degree and shows the differences in results of male and female students.

Research's aim: This research is going to find out the main reasons affecting both the overall success rates of students and the differences occurred in the scores of male and female students. Research questions: 1. What are the main aspects that influence students university admission scores? 2. How family support and care for education reflects students performance? 3. Can the differences between public and private schools be considered as one of the aspects influencing the success rate? 4. Are male students more successful than their female peers? 5. What are the main reasons causing differences in success rate between male and female students?

Hypothesis: 1. Students who feel support and care by parents for their school achievements and studies are more successful. Dependent variable: success rate Independent variable: family support and care.

Conceptualization: Success rate - the SSAC scores of students Family - a group consisting of one or two parents and their children.(Oxford dictionary) Support - the range of hours spending with children, preferences for studying abroad, advices for university choice. Care - financial support.

2. Studying in public or private school can also influence students success rate. Dependent variable: success rate Independent variable: public and private schools Conceptualization: Public schools - schools where students get free education provided by government. Private schools - lyceum, gymnasiums where people pay fees for education. 3. The reasons mentioned above, as family support and help or school differences have a different effect on the students of each gender. Dependent variable : differences in success rates of members of each gender Independent variable : family support, care, different kinds of school. Conceptualization : Members of each gender - male and female students.

Methods and Data Collection. This research will be considered as explorative research and try to investigate the link between family, school and students goals and achievements. Selfadministered questionnaire and interviews will be conducted and as a sample unit the first and second course bachelor students of ADA will be asked to participate in survey. I will try to assign different groups with the same number of male and females, but with different success rates and observe differences between the

students whose scores were the same, and also whose were highly different. The family support and care will be measured by the number of hours of parents spent with children, information about financial support (whether it was provided or not) for trainings, different courses and expenses for studying abroad. The questionnaire will composed of questions revealing the facts mentioned above and information about students previous schools as well. The open-ended kind of questionnaires will be used for disclosing other aspects that had a role in their achievement. If necessary, I will interview some of the students to gain more detailed information.

Limitations: I will not be able to work with a sample of many students and interview all of them due to time restrictions.

References:
http://www.education.com/reference/article/gender-academic-achievement/ http://tqdk.gov.az/Content/statistic/PDF/abit12_13.pdf http://www.sciencedaily.com/releases/2013/03/130329125059.htm http://www.sciencedaily.com/releases/2010/01/100125172940.htm