Modelling of factors influencing gender difference in mathematics achievement using TIMSS 2011 data for Singaporean eighth grade students

Yoo, Yang Seok

doi:10.1080/02188791.2017.1334626

Cited by 3 publications

(11 citation statements)

References 15 publications

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“…The effects of other factors on science success by gender were evident and varied from country to country. These findings also support some of the important studies searched for the success determinants that differentiate the girls' and boys' success using TIMSS results (Smith, Pasero, & McKenna, 2014;Thomson, 2008;Yoo, 2018).…”

Section: Discussionsupporting

confidence: 81%

Cross-National Comparisons of Students’ Science Success Based on Gender Variability: Evidence From Timss

Aşkın

Öz

2020

JBSE

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Identifying key determinants of success plays an important role in efforts of assessing the current state of educational practices and implementing effective actions to improve academic performance. Given how important is accurate identification of these determinants for valid comparisons, the aim of this research was to present extensive comparative results on 8th grade students' science success for 39 countries. To this end, a total number of 229,493 students' information obtained from the last cycle of Trends in International Mathematics and Science Study was handled. Unlike previous studies in which success has been tried to be explained with some factors, this research extended the literature by investigating the effective factors as well as gender-related variability on science success with a holistic view. Using heterogeneous choice models, unobserved heterogeneity caused by gender difference was tested and controlled. The findings showed that gender variability was evident for 10 countries. Furthermore, factors associated with students' future educational goals, home educational resources and confidence were found as the common determinators of science success in all participant countries. Another notable finding was all factors, except time spent on doing homework, tended to differentiate the success status between girls and boys of 22 countries. Keywords: cross-country comparison, gender variability, heterogeneous choice models, science success.

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Section: Discussionsupporting

confidence: 81%

Cross-National Comparisons of Students’ Science Success Based on Gender Variability: Evidence From Timss

Aşkın

Öz

2020

JBSE

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“…From the results obtained, male students performed better than female students when exposed to a social constructivist instructional strategy. is finding conforms to a large body of literature on the gender gap between male and female performance in mathematics (e.g., [31,35]). Despite the recent evidence of no substantial gender gap in students' mathematics performance (e.g., [36]), the observed gender gap in the present study may be ascribed to some reasons that are indigenous to our students.…”

Section: Discussionsupporting

confidence: 89%

“…is could be supportive evidence for a gender discrepancy generally reported on the performance of students in mathematics (e.g., [31]).…”

Section: Resultsmentioning

confidence: 52%

Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students

Ginga

Zakariya

2020

Education Research International

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There have been perennial concerns on the low academic performance of students among researchers and other education stakeholders. Innovative teaching strategies have, therefore, gained prominence in the field of mathematics education. The purpose of this study is to investigate the impact of a social constructivist instructional strategy on students’ performance in algebra. The present study is quasi-experimental, and its type is a posttest control group involving 154 secondary school students that are randomly selected across four intact classes. The random selection of students to treatment and control controls is assumed to improve the validity of the results. Two research questions are raised, and two null hypotheses are formulated and tested at p≤0.05 level of significance. One research instrument, algebra performance test (APT), was developed, pilot-tested (test-retest reliability coefficient of 0.897), and used to measure students’ performance in both treatment and control groups. The data are analyzed using independent sample t-tests. The findings indicate that there are significant differences in the mean performance scores between experimental (mean = 16.05, SD = 2.74) and control (mean = 11.46, SD = 2.49) groups, t(152) = 10.83, p<0.05. These findings may be interpreted to be evidence of the effectiveness of the social constructivist instructional strategy in improving performance in algebra better than the conventional teaching method. Also, a significant difference exists between the mean performance scores of males (mean = 17.83, SD = 2.82) and females (mean = 14.72, SD = 1.77) in the experimental group (t(80) = 6.11, p<0.05). Thus, the effect of the social constructivist instructional strategy on students’ performance in algebra is gender-sensitive. Based on these findings, some recommendations are made to students, teachers, parents, administrators, and other stakeholders.

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“…In countries where the gender gap in achievement is minimal, the gender gap in attitudes also seems minimal. In Singapore, for instance, where there was no gender gap in mathematics achievement in TIMSS 2011, there was also no gender difference in attitudes towards learning mathematics (Yoo, 2018). However, research has shown that where there is a gender gap in selfconcept and attitudes towards a particular subject matter, this gender gap pattern matches the gender gap pattern in performance in that subject.…”

Section: The Role Of Self-perception Of Attitudes and Capabilities In...mentioning

confidence: 97%

“…Research has attributed the relationship between student self-perception and confidence on one hand and the gender gap in achievement on the other to a variety of socio-cultural factors (Berger et al, 2020;Chiu, 2008;Mejía-Rodríguez et al, 2020;Naidoo & Sibanda, 2020;Yoo, 2018). For instance, Mejía-Rodríguez et al (2020) argued that the gender gap in self-concept in Middle Eastern countries like Oman might be attributable to the single-sex school system there.…”

Section: The Influence Of Socio-cultural Factors On Students' Self-pe...mentioning

confidence: 99%

The association between the gender gap in science achievement and students’ perceptions of their own attitudes and capabilities

Al‐Balushi

Mansour

Almehrizi

et al. 2022

EURASIA J Math Sci Tech Ed

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Among the countries that participated in the trends in international mathematics and science study (TIMSS) 2019 for grade 8 science, Oman had the highest gender gap in favor of girls. The current study explores the gender gap in science achievement in Oman and relates it to students’ varying perceptions of their own attitudes and capabilities. The sample in the study comprised 467 grade 9 students, 266 female and 201 male. The participants were given a TIMSS-like science test, along with four self-perception surveys; these explored metacognitive awareness, self-regulation (SR), science learning self-efficacy (SLSE), and attitudes to science (AS). The results indicated that student self-perceptions of SR, SLSE, and AS, were significantly related to the gender gap in students with higher-level science achievement. The results were different when looking at the gender gap in scores for lower-level questions; here, there was no relation to any of the four self-perception variables explored in the study.

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Modelling of factors influencing gender difference in mathematics achievement using TIMSS 2011 data for Singaporean eighth grade students

Cited by 3 publications

References 15 publications

Cross-National Comparisons of Students’ Science Success Based on Gender Variability: Evidence From Timss

Cross-National Comparisons of Students’ Science Success Based on Gender Variability: Evidence From Timss

Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students

The association between the gender gap in science achievement and students’ perceptions of their own attitudes and capabilities

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