• Ludmila Dömeová Czech University of Life Sciences Prague
  • Hana Vostrá Czech University of Life Sciences Prague
  • Andrea Jindrová Czech University of Life Sciences Prague


Combined education, tutorial centres, questionnaire survey, statistical analysis, gender differences, fruitfulness of study


The Czech University of Life Sciences operates seven tutorial centres for combined education in several regions of the Czech Republic. The number of female students is over 50% in the tutorial centres as well as in the full-time study form in Prague. The share of women is remarkably growing in combined study. The article focuses on the students in tutorial centres. The data on their demographic structure, their subjective opinions and motivation are from a questionnaire survey which the authors proposed and realised in several centres outside Prague. The goal of the survey is also to discover differences in motivation and conditions for male and female students. The article contains results of the questionnaire survey and its statistical analysis. The analysis brings basic demographic structure of the respondents and other information from students with comparisons of answers of men and women. The analysis of quantitative signs, tests of relationships and odds ratio, are made to find relations and dependencies between chosen variables. The statistical analysis uses software SPSS, version 17. The differences between the genders are found only in two questions and none of them was strong. The data from questionnaires are eked out with official data given by the faculty study department. These data are used for comparison of full-time and combined studies. The article considers the numbers of students, their achievements and gender structure in full-time and combined form of study. The results appears more beneficial (and with raising trend) for women both in full-time and distance studies.


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How to Cite

Dömeová, L., Vostrá, H. and Jindrová, A. (2011) ’COMPARISON OF FULL TIME AND COMBINED STUDIES WITH GENDER ASPECT’, Journal on Efficiency and Responsibility in Education and Science, vol. 4, no. 1, pp. 31–45 Retrieved from



Research Paper