Analysis of the data showed ( see Table 1) that in the numbers and percentage of actions (verbs), and nouns that are written by preservice teachers on their final projects had a tendency toward gender bias to male in all levels of Bloom's taxonomy. The first level of knowledge in verbs and nouns sum-up to 72% for males, while the same level has just 28% for females.
The tendency in comprehension level showed more gender bias in preservice teachers writing of verbs and nouns, its percentage approaches 73% lifting just 27% to females.
Application-level exceeded the two previous levels, and it can be seen in Table 1 jumped to 77%, lifting very small ratio to a female that approaches 23% in both verbs and nouns, also, analysis level remains in high tendency due to male, so we have 74% of verbs and nouns are masculine, and just 26% are feminine.
The latest two levels (synthesis, and evaluation ) have the highest gender bias, as we can see from Table 1, it was 78% of verbs and nouns are masculine, and little is feminine ( 22%), Detailed evidence about the numbers, and percentages of actions ( verbs), and nouns that written preservice teachers are summarized in Table 1.
Table 1. Numbers, and percentages of actions ( verbs), and nouns that written preservice teachers.
Blooms Taxonomy
|
Gender dimensions
|
Masculine
|
Feminine
|
Total
|
Verbs/Actions
|
Nouns
|
Verbs/Actions
|
Nouns
|
Knowledge
|
70 (43%)
|
46 (29%)
|
13 (8%)
|
32 (20%)
|
161
|
Comprehension
|
92 (43%)
|
63 (30%)
|
18 (9%)
|
37 (18%)
|
210
|
Application
|
99 (43%)
|
80 (34%)
|
11 (5%)
|
43 (18%)
|
233
|
Analysis
|
67 (43%)
|
48 (31%)
|
11 (7%)
|
30 (19%)
|
156
|
Synthesis
|
61 (42%)
|
52 (36%)
|
9 (6%)
|
22 (16%)
|
144
|
Evaluation
|
56(46%)
|
39 (32%)
|
8 (6%)
|
19 ( 16%)
|
122
|
Table 1, indicate that preservice teachers used male verbs (action) more than male nouns, all verbs and actions have more than 40% of the perceives teacher writing learning intended outcomes, while the nouns of the male are all around 30%, and what remains for female less than 28% for nouns and verbs which are clearly supporting the dominant of Masculine thinking of male and female, although the majority of the preservice teacher as a female of this study.
To answer question two of this study which is “are their difference between female and male in a tendency toward gender?” it is useful to answer it by performing a Chi-Square test, so after we used it we have the following results as seen in table 2.
Table 2. Tendency comparisons between female and male by using Chi-Square test.
Blooms Taxonomy
|
Gender response
|
Gender dimensions
|
Masculine
|
Feminine
|
P-value
|
Verbs/Actions
|
Nouns
|
Verbs/Actions
|
Nouns
|
Knowledge
|
Female
|
93
|
68
|
15
|
43
|
0.052
|
Male
|
13
|
9
|
0
|
0
|
Comprehension
|
Female
|
83
|
57
|
18
|
37
|
0.125
|
Male
|
9
|
6
|
0
|
0
|
Application
|
Female
|
88
|
69
|
11
|
43
|
0.052
|
Male
|
11
|
11
|
0
|
0
|
Analysis
|
Female
|
62
|
43
|
11
|
30
|
0.003
|
Male
|
5
|
5
|
0
|
0
|
Synthesis
|
Female
|
51
|
42
|
9
|
22
|
0.087
|
Male
|
10
|
10
|
0
|
0
|
Evaluation
|
Female
|
51
|
34
|
8
|
19
|
0.313
|
Male
|
5
|
5
|
0
|
0
|
From the table above we can see, there are no significant differences between females and males on the level of knowledge, so both of them have a tendency to write actions and nouns in this level in masculine concept neglecting feminine rights.
Although the second level (Comprehension) has an agreement between female and male in a tendency toward the masculine concept, the sample agreed in this type of Blooms Taxonomy (Comprehension), and which is considered as a lower thinking skill, but they disagree on the rest of higher levels and the consequences of this result put female underestimation of self-confidence, and the highest thinking skills is the business if male alone.
The same results as above for level three (Application), there is no significant difference between female and male in orientation to the direction of masculine concept, and ignoring feminine right on writing their names or verbs.
The only level that has a significant difference in the analysis level, as we can see from the P-vale, females try to write nouns and verbs in feminine style, but the male tries to make all of them a masculine tendency.
From the table above we can see, there are no significant differences between females and males on both levels of synthesis and evaluation, so both of them have the tendency to write actions and nouns in this level in masculine concept neglecting feminine nouns and verbs in writing these levels.
Table 3
Tendency comparisons between preservice teachers according to their academic major by using Chi-Square test.
Blooms Taxonomy
|
Academic Major
|
Gender dimensions
|
Masculine
|
Feminine
|
P-value
|
Verbs/Actions
|
Nouns
|
Verbs/Actions
|
Nouns
|
Knowledge
|
Biology
|
44
|
18
|
5
|
6
|
0.009
|
Physics
|
20
|
15
|
4
|
4
|
Mathematics
|
38
|
40
|
6
|
29
|
Chemistry
|
4
|
4
|
0
|
4
|
Comprehension
|
Biology
|
43
|
18
|
8
|
8
|
0.002
|
Physics
|
15
|
11
|
8
|
8
|
Mathematics
|
30
|
30
|
2
|
17
|
Chemistry
|
4
|
4
|
0
|
4
|
Application
|
Biology
|
35
|
20
|
3
|
1
|
0.002
|
Physics
|
13
|
8
|
5
|
5
|
Mathematics
|
47
|
48
|
3
|
33
|
Chemistry
|
4
|
4
|
0
|
4
|
Analysis
|
Biology
|
25
|
14
|
3
|
7
|
0.001
|
Physics
|
11
|
9
|
3
|
2
|
Mathematics
|
27
|
21
|
5
|
17
|
Chemistry
|
4
|
4
|
0
|
4
|
Synthesis
|
Biology
|
27
|
18
|
3
|
5
|
0.001
|
Physics
|
9
|
9
|
2
|
2
|
Mathematics
|
21
|
21
|
4
|
11
|
Chemistry
|
4
|
4
|
0
|
4
|
Evaluation
|
Biology
|
21
|
11
|
4
|
4
|
0.001
|
Physics
|
7
|
3
|
0
|
0
|
Mathematics
|
24
|
21
|
4
|
11
|
Chemistry
|
4
|
4
|
0
|
4
|
To answer question three of this study which is “are their difference between female and male in a tendency toward their academic field biology, physics, mathematics, and chemistry?” it is useful to answer it by performing the Chi-Square test, so after we used it we have the following results as seen in Table 3.
From the Table3, it’s shown there is a significant difference between the preserves teachers according to their discipline, this significant related to mathematics preservice teachers because they try to write verbs and nouns for females and they may have more awareness form the other colleagues in the gender issues.
In fact, the significant difference related to mathematics perceives teachers, has a lower number of cases comparing with the whole scene.
Meanwhile, the preservice teachers of biology, physics, and chemistry have the same trend as gender bias to males.