Gender differences in student attitudes toward science: A meta‐analysis of the literature from 1970 to 1991

Abstract

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.

A Meta-Analysis on Instructional Applications of Constructivism in Science and Technology Teaching: A Sample of Turkey

“…Fene/fen ve teknoloji dersine yönelik tutum ile başarı arasında olumlu ilişki olduğu araştırmalarda ortaya konulmuştur (ör., Dieck, 1997;Martinez, 2002). Fen başarısı ile tutum arasındaki ilişkinin olumlu ve yüksek düzeyde olduğunu gösteren metaanaliz çalışmaları da bulunmaktadır (ör., DeBaz, 1994;Weinburgh, 1995). Bu açıdan yapılandırmacılığın öğretimsel uygulamalarının fen ve teknoloji dersine yönelik olumlu etkilerinin ders başarının artmasını sağladığı söylenebilir.…”

Gender Differences in Students’ Attitude towards Science

“…Another study showed that students' attitude towards science will lead their career choices [10]. In addition, investigation of the effect of gender on attitude towards science has also attracted attention of some researchers [4], [11], [12]. Some studies conducted in the UK confirmed that male students had more positive attitude towards science and chose science-related career paths more often than the female [13].…”

Attitudes toward chemistry among 11th grade students in high schools in Greece

“…From a meta-analysis covering literature from 1970 to 1991, evidence was found that high-performing girls, "doing well" or "achieving" in science was closely linked with "liking" science (Weinburgh, 1995). The correlation between attitude and achievement for boys and girls as a function of science discipline indicated that for biology and physics the correlation is positive for both, but stronger for girls than for boys.…”