Who succeeds in advanced mathematics and science courses?

Korpershoek, Hanke; Kuyper, Hans; Werf, Greetje van der; Bosker, Roel

doi:10.1080/01411921003671755

Cited by 13 publications

(9 citation statements)

References 59 publications

(150 reference statements)

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“…It appears that a positive math self-concept requires a higher degree of security from girls than from boys. The only study we have seen that takes an analogous approach yielded similar results (Korpershoek et al, 2011). As in our study, high school students in the Netherlands selected sections to take as part of their final school examination.…”

Section: Discussionsupporting

confidence: 62%

“…Boys do better on mathematical subtests of cognitive tests (Strand et al, 2006;Lohman, Lakin, 2009) and outperform girls on national math tests (Hyde et al, 1990;Else-Quest, 2010;Lindberg et al, 2010) as well as international mathematics competency tests (Mullis et al, 2008;Nosek et al, 2009). There are also more boys in the highest-scoring groups (Benbow & Stanley, 1980;Benbow, C. P., 1988;Wai et al, 2010;Korpershoek et al, 2011).…”

Section: Sex Differences In Mathematical Achievement Measuresmentioning

confidence: 99%

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Sex differences in mathematical achievement: Grades, national test, and self-confidence

Егорова¹,

Chertkova²

2016

Psych. Rus.

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Academic achievement, which is inherently an indicator of progress in the curriculum, can also be viewed as an indirect measure of cognitive development, social adaptation, and motivational climate characteristics. In addition to its direct application, academic achievement is used as a mediating factor in the study of various phenomena, from the etiology of learning disabilities to social inequality. Analysis of sex differences in mathematical achievement is considered particularly important for exploring academic achievement, since creating an adequate educational environment with equal opportunities for boys and girls serves as a prerequisite for improving the overall mathematical and technical literacy that is crucial for modern society, creates balanced professional opportunities, and destroys traditional stereotypes about the roles of men and women in society.The objective of our research was to analyze sex differences in mathematical achievement among high school students and to compare various methods for diagnosing academic performance, such as school grades, test scores, and self-concept.The results were obtained through two population studies whose samples are representative of the Russian population in the relevant age group. Study 1 looked at sex differences in math grades among twins (n = 1,234 pairs) and singletons (n = 2,227) attending high school. The sample of Study 2 comprised all twins who took the Unified State Examination in 2010-2012. The research analyzed sex differences in USE math scores across the entire sample and within the extreme subgroups. It also explored differences between boys and girls in opposite-sex dizygotic (DZ) twin pairs.The key results were as follows. No difference in mathematical achievement was observed between twins and singletons. Sex differences were found in all measures of mathematical achievement. Girls had higher school grades in math than boys, while boys outperformed girls in USE math scores. Boys were more variable and there were more Sex differences in mathematical achievement: Grades, national test, boys at the right tail of the distribution. Girls with a positive math self-concept did better than boys on math tests. In groups of opposite-sex DZ twins, differences between the USE math scores of girls and boys were not significant.The results obtained are presumed to correspond more closely to assumptions about the roles of non-cognitive factors of variation in mathematical ability than the mathematical ability theory.

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Section: Discussionsupporting

confidence: 62%

Section: Sex Differences In Mathematical Achievement Measuresmentioning

confidence: 99%

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Егорова¹,

Chertkova²

2016

Psych. Rus.

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“…In the Netherlands, only the "highest-achieving girls pursued" (p. 374) science and technology tertiary entrance classes in school (Korpershoek et al 2010). In Western Australia, the low numbers of females taking tertiary entrance physics seems to mirror this phenomenon.…”

Section: Discussionmentioning

confidence: 99%

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

et al. 2017

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Background: Prompted by fewer females compared to males enrolling in physics and advanced mathematics at both secondary and university levels, our research investigated the views and experiences of female students currently studying upper secondary school physics. We interviewed 18 female students about influences they considered important to their own science education, interest in science, and future science-related aspirations. Our purpose was to identify the experiences that these students most strongly associated with the generation and maintenance of their engagement in science, particularly represented in this research by their enrolment in upper secondary physics.

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“…A number of studies have supported the observation that male students usually outperform female students in assessments particularly in the areas of mathematics and science (Abedlaziz, Ismail, & Hussin, 2011;Korporshoek, Kuyper, van der Werf, & Bosker, 2011). The analysis of a number of large assessments has demonstrated that male students generally performed better than did female students (Beller & Gafni, 1991).…”

Section: Gendermentioning

confidence: 91%

Which form of assessment provides the best information about student performance in chemistry examinations?

Hudson

Treagust

2013

Research in Science & Technological Education

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Background This study developed from observations of apparent achievement differences between male and female chemistry performances in a State University Entrance examination. Male students performed more strongly than did female students especially in the higher scores. Apart from the gender of the students, two other important factors that might influence student performance were format of questions (short-answer or multiple-choice) and the type of questions (recall or application). Purpose The research question addressed in this study was: Is there a relationship between performance in State University Entrance examinations in chemistry and school chemistry examinations and student gender, format of questions-multiple-choice or short-answer, and conceptual level-recall or application? Sample Two sources of data were (1) secondary analyses of five consecutive years' data published by the examining authority of Chemistry examinations and (2) tests conducted with 192 students which provided information about all aspects of the three variables (question format, question type and gender) under consideration. Design and methods Both sources of data were analysed using ANOVA to compare means for the variables under consideration and the statistical significance of any differences. The tests data were also analysed using Rasch analysis to determine differences in gender performance. Results  Both male and female students performed better on multiple-choice-questions and recall questions than on short-answer questions and application questions respectively. 3 3  Male students outperformed female students in both the university entrance and school tests, particularly in the higher scores.  Rasch analysis showed that there was little difference in performance between males and females of equal ability despite significant mean differences in favour of male performance in the tests. Conclusions Both male and female students generally perform better on multiple-choice questions than they do on short-answer questions. However, when the questions are matched in terms of difficulty (using Rasch analysis) the differences in performance between multiple-choice and short-answer are quite small. Rasch analysis showed that there was little difference in performance between males and females of equal ability. This study shows that a simple face value score analysis of relative student performancein this case in chemistry-can be deceptive unless the actual abilities of the students concerned, as measured by a tool such as Rasch, are taken into consideration before reaching any conclusion.

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Who succeeds in advanced mathematics and science courses?

Cited by 13 publications

References 59 publications

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

Which form of assessment provides the best information about student performance in chemistry examinations?

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