Gender differences in boys’ and girls’ perception of teaching and learning mathematics

Samuelsson, Marcus; Samuelsson, Joakim

doi:10.1080/23265507.2015.1127770

Cited by 50 publications

(42 citation statements)

References 42 publications

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“…However, all of these studies measured the disciplinary climate using indicators related to fighting, not being safe and bullying, and hence measured other aspects of the disciplinary climate than the level of noise and disruption. While these studies agree that girls perceive the disciplinary climate more positively than boys, a Swedish study by Samuelsson & Samuelsson (2016) and a US study by Fan, Williams & Corkin (2011) found no difference in the perception of classroom disciplinary climate between boys and girls. Finally, based on qualitative interviews in upper secondary schools in the UK, Warrington, Younger & Williams (2000) concluded that the boys in their study claimed to be less bothered by noise and disruptive behaviour than girls.…”

Section: Literature Reviewmentioning

confidence: 92%

Classroom disciplinary climate of schools and gender – evidence from the Nordic countries

Sortkær

Reimer

2018

School Effectiveness and School Improvement

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Classroom disciplinary climate has emerged as a crucial factor with regard to student achievement. However, most previous studies have not explored potential gender differences in both students' perceptions of the classroom disciplinary climate and the association between classroom disciplinary climate and student learning. Using data from the OECD Programme for International Student Assessment 2012 for the Nordic countries, we found a significant association between the perceived classroom disciplinary climate of schools and students' mathematics performance across countries. Based on an analysis of a pooled sample consisting of all five Nordic countries, we found that the correlation between classroom disciplinary climate of schools and maths achievement is significantly stronger for boys than girls. Further analyses showed that this finding may partly be attributable to gender differences in the perception of the disciplinary climate of schools, whereby boys seemed to perceive the classroom disciplinary climate of schools more positively than girls.

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Section: Literature Reviewmentioning

confidence: 92%

Classroom disciplinary climate of schools and gender – evidence from the Nordic countries

Sortkær

Reimer

2018

School Effectiveness and School Improvement

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“…Glory's finding (2017) also shows that gender has a significant influence on interest but it does not have a significant influence on integrated science learning outcomes for students [30]. This result is different from Samuelsson's finding that compared to female, male students believe that mathematics is important [31]. In general, these findings have theoretical and practical implications for teachers to generate other factors related to gender and learning outcome.…”

Section: Second Hypothesismentioning

confidence: 84%

Experimental Study of Learning Methods toward Students Learning Outcomes Viewed from Gender, Motivation, and Self-Efficacy

Tisngati¹,

Martini²,

Meifiani³

et al. 2019

Proceedings of the Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Sem

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This research aims to test five research hypotheses, related to different students' outcomes test based on four factors: learning methods, gender, motivation and self-efficacy as well as the interaction among factors to independent variable. This research was experimental method study by implementing 2x2x2x2 factorial design. Each factor consists of two levels. The populations were the seventh grade of junior high school students in Donorojo sub district with 206 students consisting 111 male students and 95 female students. The data were selected by using cluster random sampling. Normality and homogeneity test which taken from students mid examination score were implemented before doing t-test for balance test. The final data were obtained from the final test scores of mathematics learning on probability theory material and statistical material for the experimental class (jigsaw cooperative learning method) and control class (conventional method), students gender documents, motivation questionnaire, and self-efficacy questionnaire. Questionnaire and tests were validated by experts and tested for its reliability. The data were analyzed by using two-way variance analysis techniques with SPSS. The results show that: (1) there were no differences in students' mathematics learning outcomes between experimental and control classes, (2) there were no differences in mathematics learning outcomes between male and female students, (3) there were no differences in mathematics learning outcomes between students with high and low motivation, (4) there are differences in students' mathematics learning outcomes between high and low self-efficacy, and (5) there is no interaction between learning methods, gender, motivation, and self-efficacy towards mathematics learning outcomes.

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“…The results of the research revealed that sociology students evaluated the educational achievements of female instructors (even they are really professors) at the "teaching" level while evaluated the educational achievements of male instructors at the "professorship" level. According to the study of Samuelsson & Samuelsson (2016) on the difference in the perceptions of girls and boys about the teaching and learning of mathematics, men are more active in mathematics learning in comparison to the girls. In the classroom environment, male students believe that they can participate in group work more than female students and intervene the content of the lesson.…”

Section: Discussionmentioning

confidence: 99%

Investigation of the Experiences of Classroom Teacher Candidates in the Reconstruction of Gender Role: A Case Study in Turkey

Özen

2018

JETS

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This research, examining the perception of classroom teacher candidates about the gender equality through the personal experiences of the teacher candidates, is a qualitative study. The phenomenological pattern was adopted. Data were collected in two stages: The participants were asked to provide written responses to the open-ended questions for clarifying which concepts are used for explaining the gender equality, which factors cause the gender inequality and how the equality will be ensured. Next, focus group discussion was carried to find the situations that the classroom teacher candidates encountered in their learning process. The results reveal that the role of men and women, generated by the cultures of different societies but the individuals should have equal rights and opportunities and every kind of discrimination about sex should be prevented. The causes of inequality: Socialization, social roles. The factors causes the inequality are the religious beliefs, prejudices, patriarchy. For the equality, it is necessary to raise awareness, the roles in the family should be re-arranged and women employment should be supported. The results of the focus group discussion announced that biological gender was effective in choosing the profession: Men were more successful in professions working with numbers and producing some concrete products, while the women should be employed in professions that would guarantee the emotional and physical security. Women are successful in the management because of their maternal roles and they attach a great importance to details and organization. However, the governance, in other words, the power is the men's specialty.

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Gender differences in boys’ and girls’ perception of teaching and learning mathematics

Cited by 50 publications

References 42 publications

Classroom disciplinary climate of schools and gender – evidence from the Nordic countries

Classroom disciplinary climate of schools and gender – evidence from the Nordic countries

Experimental Study of Learning Methods toward Students Learning Outcomes Viewed from Gender, Motivation, and Self-Efficacy

Investigation of the Experiences of Classroom Teacher Candidates in the Reconstruction of Gender Role: A Case Study in Turkey

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