Research Article | Open Access
Gender Differences in the Effect of Type, Level and Amount of Information on Attention Ability among Saudi High School Students
Khalid Abdu M Al-Makhalid
Pages: 753-762
Abstract
Boredom has been considered as a significant and prevalent among students in the
classroom. Research indicates the necessity to tackle the negative consequences of
these important and pervasive academic emotions. Despite the plethora of studies
investigating the psychological effect on attention ability, far fewer have considered
gender as a moderator of the effect of information characteristics on students’
attention ability. Thus, the purpose of this study is to look at gender disparities in the
impact of type, level, and amount of information on students' attention capacity.
Based on the Guilford structure-of-intellect (SI) model, forty tests were designed and
validated to gather and analyse the data. The participants of the study were 60 high
school students (level 10 and 11) from the Al-Qunfudah district. An equal number of
male and female participants were selected randomly. Type of information
represented in semantic and symbolic, the level of information represented in units,
cases, relations, while the amount of information was represented in (5,7,9) based on
Miller model. Data was collected using newly developed and verified tests.
Independent t-test studies revealed no significant variations in the type, level, and
amount of information on students' attention skills among male and female students.
Several discussions were drawn in light of the findings. Suggestions and
recommendations were presented.
Keywords
Psychology Education, Attention Ability, Information Type, Information Level, Amount of Information, Saudi Students.