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1.
A meta-analysis covering the literature between 1970 and 1991 was conducted using an approach similar to that suggested by Glass, McGaw, and Smith (1981) and Hedges, Shymansky, and Woodworth (1989). This analysis examined gender differences in student attitudes toward science, and correlations between attitudes toward science and achievement in science. Thirty-one effect sizes and seven correlations representing the testing of 6,753 subjects were found in 18 studies. The mean of the unweighted effect sizes was .20 (SD = .50) and the mean of the weighted effect size was .16 (SD = .50), indicating that boys have more positive attitudes toward science than girls. The mean correlation between attitude and achievement was .50 for boys and .55 for girls, suggesting that the correlations are comparable. Results of the analysis of gender differences in attitude as a function of science type indicate that boys show a more positive attitude toward science than girls in all types of science. The correlation between attitude and achievement for boys and girls as a function of science type indicates that for biology and physics the correlation is positive for both, but stronger for girls than for boys. Gender differences and correlations between attitude and achievement by gender as a function of publication date show no pattern. The results for the analysis of gender differences as a function of the selectivity of the sample indicate that general level students reflect a greater positive attitude for boys, whereas the high-performance students indicate a greater positive attitude for girls. The correlation between attitude and achievement as a function of selectivity indicates that in all cases a positive attitude results in higher achievement. This is particularly true for low-performance girls. The implications of these finding are discussed and further research suggested.  相似文献   

2.
In general, studies on gender and mathematics show that the advantage held by boys over girls in mathematics achievement has diminished markedly over the last 40 years. Some researchers even argue that gender differences in mathematics achievement are no longer a relevant issue. However, the results of the Trends in Mathematics and Science Study of 2003 (TIMSS-2003), as well as the participation rates of girls in (advanced) mathematics courses, show that in some countries, such as the Netherlands, gender equity in mathematics is still far from a reality. Research on gender and mathematics is often limited to the relationship between gender differences in attitudes toward mathematics and gender differences in mathematics achievement. In school effectiveness research, theories and empirical evidence emphasize the importance of certain school and class characteristics (e.g., strong educational leadership, safe and orderly learning climate) for achievement and attitudes. However, there is little information available at to whether these factors have the same or a different influence on the achievement of girls and boys. This study used the Dutch data from TIMSS-2003 to explore the relationship between school- and class characteristics and the mathematics achievement and attitudes for both girls and boys in Grade 4 of the primary school. The explorations documented in this paper were guided by a conceptual model of concentric circles and involved multilevel analyses. Interaction effects with gender were assessed for each influencing factor that turned out to have a significant effect. The results of these analyses provide additional insight into the influence that non-school-related and school-related factors have on the mathematics achievement and attitudes of girls and boys.  相似文献   

3.
An analysis of the 1976-1977 NAEP survey of science attitudes showed that, by age nine, females, although expressing similar or greater desires to participate in science activities, had consistently fewer experiences in science than boys of the same age. Science activities surveyed included use of common experimental materials and instruments, observation of scientific phenomena, and field trips. At ages 13 and 17, girls again reported fewer classroom and extracurricular science activities than boys. Their responses indicated narrow perceptions of science and of the usefulness of scientific research. In addition, they displayed generally negative attitudes toward science classes and careers. Suggestions to eliminate the inequalities found are offered.  相似文献   

4.
Two thousand and sixty‐five 11‐year‐olds in their first term at secondary school were given a variety of attitude and achievement tests. Overall both girls and boys had positive attitudes to science but there were substantial sex differences‐‐boys were much keener than girls to learn about physical science, and girls were keener than boys to learn about nature study and human biology. Boys had much greater experience than girls of tinkering activities, but girls had more experience of biological science activities. Boys were much more likely than girls to see science as a masculine preserve. At this age attitudes to science were virtually unrelated to achievement in science‐ and technology‐related areas. One important exception to this is that girls who saw science as masculine tended to perform worse on the cognitive tests.  相似文献   

5.

The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.  相似文献   

6.
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7.
Students’ learning interests and attitudes toward science have both been studied for decades. However, the connection between them with students’ life experiences about science and technology has not been addressed much. The purpose of this study is to investigate students’ learning interests and life experiences about science and technology, and also their attitudes toward technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire, which was developed from an international project, ROSE, was adapted to collect students’ ideas. The results indicated that boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards technology. Ways to promote girls’ learning interests about science and technology and the implications of teaching and research are discussed as well.  相似文献   

8.
To assess the developmental relationship of perceptions of self-concept and gender role identification with adolescents' attitudes and achievement in science, a two-year longitudinal study was conducted. A battery of instruments assessing 16 dimensions of self-concept/gender role identifications was employed to predict students' achievement and attitudes toward science. Specific behaviors studied included self-concept in school and science and mathematics, attitudes toward appropriate gender roles in science activities and careers, and self-perceptions of masculine and feminine traits. One hundred and fifty-five adolescents, enrolled, respectively, in the seventh and eighth grades, participated in the study. Through Fisher z transformations of correlation coefficients, differences in relationships between these two sets of variables were studied for males and females during the two years. Results indicated that students' self-concepts/gender role perceptions were related to both achievement and attitudes toward science, but more related to attitudes than achievement. These relationships became more pronounced for students as they matured from seventh to eighth graders.  相似文献   

9.
Gender differences in achievement in mathematics, a traditionally male-stereotyped subject, have long been a concern for many educators around the world. Gender differences in mathematical achievement have decreased in recent decades, especially in Western countries, and become small or insignificant in large-scale tests, such as the Programme for International Student Assessment (PISA). The situation in China has not yet been studied. The recent PISA report lists China B-S-J-G (representing Beijing–Shanghai–Jiangsu–Guangdong) as an educational system with no significant gender difference in mathematical achievement. Based on a secondary analysis of PISA 2015 mathematics data from China B-S-J-G, this study more deeply scrutinized gender differences in Chinese students’ mathematical performance, emphasizing societal factors, namely students’ socioeconomic status, school level, school type, school location, and socioeconomic status at school level. This analysis revealed important differences within the overall picture. Most importantly, significantly more boys than girls scored in the top tier of mathematics achievement. At the lower- and upper-secondary school levels, boys performed significantly better than girls, with the achievement difference increasing at the upper-secondary level. Furthermore, this study found that, on average, Chinese (B-S-J-G) girls achieved significantly lower average scores on the PISA 2015 mathematics test than boys in the same school. Overall, students’ individual characteristics and school characteristics need to be separated and both taken into account to examine the role of gender in mathematical achievement, which has not been thoroughly investigated in the past.  相似文献   

10.
The purpose of this investigation has been to explore whether differences existed between gifted and nongifted fifth graders and between genders and related subgroups with respect to attitudes toward science. Both groups (N = 25) were matched on the demographic characteristics of school-site, race, sex, and socio-economic background. Gifted students were found to have more positive attitudes toward science than nongifted students; however, no significant differences were found. In all cases, boys (all boys, gifted boys, and nongifted boys) exhibited more positive attitudes toward science; again, no significant differences were uncovered between the boys and their counterpart group or subgroups. The item which consistently reflected the most positive rating (gifted students, all boys and gifted boys, and all girls and nongifted girls) was “usefulness of things done in science class.” Items where discrepancies surfaced included “usefulness of science when playing at home” where nongifted students and gifted girls were significantly more positive than their counterparts, and “spending more time doing science experiments” where all boys and gifted boys were significantly more positive than their counterparts.  相似文献   

11.
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since 2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way, the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students.  相似文献   

12.

Drawing on a number of studies, this paper explores gender differentials in the choice of science subjects at secondary school level, factors influencing choice, differences in achievement and recruitment to science courses at a higher level in the particular educational context of the Maltese Islands. In this context all secondary schools are single‐sex, the state system is highly centralized, selection and streaming are widely practised, a high proportion of students (25%) attend private schools, and physics is compulsory. The results show that: more girls than boys study physics and biology at the lower secondary level (ages 11‐16); more boys study chemistry; achievement at this level is on a par in biology and chemistry; girls achieve slightly lower in physics. At the upper secondary level (ages 16‐18), almost equal numbers of boys and girls study biology and chemistry but boys predominate in physics. Girls avoid the option of physics and mathematics, a popular choice with boys. Consequently, at tertiary level very few girls opt for courses in engineering and prefer to subscribe to courses relating to medicine.  相似文献   

13.
The junior middle school phase is one in which students first come into formal contact with science subjects and is a key period in the formation of their attitudes toward the sciences. Any setback in science studies in this period inevitably affects the students' studies in the senior middle school phase and even their future choice of specializations and the direction of their career development. Thus science education during the junior middle school phase is of the utmost importance for the students' growth. Studies by scholars abroad show that the great majority of girls have the same intelligence and ambitions as boys when they enter school, but by the time they graduate from junior and senior middle schools they have much less confidence in their abilities and their self-esteem has conspicuously declined. There is also a big difference between boys and girls in terms of their choice of advancement to higher schools, and a relatively small proportion of girls choose to take science courses in senior middle school. In terms of choice of vocations, most girls remain stuck in the narrow field of traditional occupations for females, such as nursing, health care, and secretarial work, and display a clear tendency toward job gender patternization. The rate of school dropouts and discontinued schooling is much higher among girls than boys.1 Studies by scholars in China show that stereotyped gender impressions among teachers leads to incorrect conduct in education and teaching. For instance, teachers believe that boys are more clever. They make different dispositions for girls' and boys' learning activities, and lavish more attention on boys. Such different feedback to learning information [sic] from boys and girls widens the difference between students of different genders.2  相似文献   

14.
A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student-level variables that were under investigation for multiple regression analyses include attitudes toward science, epistemological beliefs, metacognition, views on science teaching, and socioeconomic status (SES). The science achievement scores of students on a nationwide exam were used to measure science achievement. Both for LAS and HAS, two schools were selected. Results were reported for 241 and 320 students in LAS and HAS, respectively. According to the results, self-concept in science, knowledge of cognition, SES, importance of science, gradual learning, and views on lab work significantly contributed to the science achievement model in LAS. On the other hand, self-concept in science, SES, gradual learning, studying, and learning science in school significantly contributed to the science achievement model in HAS. Results also revealed that girls outperformed boys on knowledge of cognition and importance of science in LAS. Moreover, girls scored higher than boys on gradual learning and studying in HAS. According to these findings, implications for science education were discussed.  相似文献   

15.
The purpose of this correlational study was to examine the possible relationships among children's extracurricular toy-playing habits, sex-role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth-grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex-role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex-role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two-dimensional, gross-body-movement, and proportional-arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex-role and toy-playing behavior.  相似文献   

16.
The pervasive involvement of information and communication technologies and computers in our daily lives influences changes of attitude toward computers. We focused on finding these ecological effects in the differences in computer attitudes as a function of gender and age. A questionnaire with 34 Likert-type items was used in our research. The sample consisted of 659 students from 14 high schools, aged 15–19 years attending the first, the second, the third, and the fourth years of study. The results of the questionnaire were divided into the two dimensions of concrete computer enjoyment and computer anxiety. On the first dimension both younger students and girls have positive attitudes. On the second dimension both younger students and boys have more positive attitudes. Overall, girls have more positive attitudes than boys. This is interesting because in the existing literature there is evidence that boys have more positive attitudes toward computers than girls. Perhaps a change is taking place.  相似文献   

17.
This article will describe an in-school intervention project that used female role models to change the attitudes of 964 Iowa girls and boys in 57 ninth-grade science classes toward science, math, and technical curricula and careers. The differences between the students' mean pretest and posttest scores on each of six factors found to be associated with students' attitudes toward science and math and technical careers were analyzed to determine which of five experimental groups responded most positively to the intervention. Higher difference scores indicated that the attitudes of girls and boys who participated in the intervention improved more than the attitudes of girls and boys in the control groups, suggesting that the use of female role models in the science classroom is an effective way to change students' attitudes toward science, math, and related careers.  相似文献   

18.
This study explores explicit and implicit gender‐science stereotypes and affective attitudes towards science in a sample of Chinese secondary school students. The results showed that (1) gender‐science stereotyping was more and more apparent as the specialization of science subjects progresses through secondary school, becoming stronger from the 10th grade; girls were more inclined to stereotype than boys while this gender difference decreased with increasing grade; (2) girls tend to have an implicit science‐unpleasant/humanities‐pleasant association from the 8th grade, while boys showed a negative implicit attitude towards science up to the 11th grade. In self‐report, girls preferred humanities to science, while boys preferred science to humanities; (3) implicit affective attitude was closely related to implicit stereotype. In particular, implicit affective attitude has a stronger predictive power on stereotype than the other way around, the result of which may have more significance for girls.  相似文献   

19.
Four causal models describing the longitudinal relationships between attitudes and achievement have been proposed in the literature. These models feature: (a) cross‐effects over time between attitudes and achievement, (b) influence of achievement predominant over time, (c) influence of attitudes predominant over time, or (d) no cross‐effects over time between attitudes and achievement. In an examin‐ation of the causal relationships over time between attitudes toward science and science achievement for White rural seventh‐ and eighth‐grade students, the cross‐effects model was the best fitting model form for students overall. However, when examined by gender, the no cross‐effects model exhibited the most accurate fit for White rural middle‐school girls, whereas a new model called the no attitudes‐path model exhibited the best fit for these boys. © 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 324–340, 2002  相似文献   

20.
《Africa Education Review》2013,10(2):286-301
Abstract

Research shows that although most studies have explored the relationship between attitude and achievement in science only a few have been undertaken to reveal the nature of the relationship between affective variables and process outcomes in science. This study seeks to examine sex differences in attitude toward science among Northern Sotho speaking learners in South Africa. A random sample of 793 respondents (365 boys and 428 girls) in Grade 12 whose ages ranged from 17 to 24 years was selected from 27 schools out of 566 schools in Limpopo Province of South Africa. A questionnaire was administered to pupils during the Physical Science lessons and required almost 45 minutes to complete. The attitude scores of 365 boys and 428 girls were 3.2 (SD = 1.2) and 2.9 (SD = 1.3), respectively. A t-test indicated that the attitude score of boys was significantly higher than that of the girls (t 989 = 3.9, p<.01). Further, the correlation between sex and attitude towards science was .90 (p<.01). The coefficient of concomitance of .81 indicates that sex was associated with 81% of the variance in these attitudes. There is considerable evidence from the findings that males have more positive attitudes towards science than females.  相似文献   

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