Gender differences in achievement IEA"s Third International Mathematics and Science Study (TIMSS)

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Published by TIMSS International Study Center, Boston College in Chestnut Hill, MA .

Written in English

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  • Third International Mathematics and Science Study.,
  • Mathematics -- Study and teaching -- United States -- Evaluation -- Statistics.,
  • Mathematical ability -- Sex differences -- Evaluation -- Statistics.,
  • Science -- Study and teaching -- United States -- Evaluation -- Statistics.,
  • Academic achievement -- United States -- Statistics.

Edition Notes

Includes bibliographical references.

Book details

StatementIna V.S. Mullis ... [et al.].
ContributionsMullis, Ina V. S., Third International Mathematics and Science Study., International Association for the Evaluation of Educational Achievement.
LC ClassificationsQA13 .G46 2000
The Physical Object
Pagination169 p. :
Number of Pages169
ID Numbers
Open LibraryOL18297328M
ISBN 101889938122
LC Control Number00106039

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Gender Differences in Reading and Writing Achievement: Evidence From the National Assessment of Educational Progress (NAEP) David Reilly Griffith University, Queensland, Australia David L.

Neumann and Glenda Andrews Griffith University, Queensland, Australia, and Menzies Health This book focuses on the interactional influences that may be related to differential classroom experiences for females and males.

A diversity Gender differences in achievement book issues that have a bearing on gender-related influences, such as contextual factors and teacher and student characteristics, from both theoretical and empirical perspectives are also :// Achievement Differences and GenderIt has been asserted that achievement differences in certain fields – the sciences in particular – can be explained by innate differences Gender differences in achievement book boys’ and girls   Gender differences Personality Disconstraint Academic achievement Adolescents Research has shown pervasive gender differences in academic achievement.

Despite the same general intellectual ability, females are reported to outperform their male counterparts (Steinmayr & Spinath, ), which has sparked interest in relation to understanding the fac-   Gender differences in school achievement.

Past research suggested that girls are in general more successful in school than boys. Hartley and Sutton have recently reported that especially boys develop gender stereotypes according to which girls are perceived as academically superior with regard to motivation, ability, performance, and :// This open access book presents a systematic investigation into internationally comparable data gathered in ICILS It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer ://   GEnDEr GAP in EDuCATion The original focus on school effects devel-oped out of a concern for equality of educa-tional opportunity by social class and race.

Now that a growing gender gap in educa-tional attainment has emerged, it is natural to ask whether schools also affect gender inequality, and if so, what are the mechanisms by which this :// Gender differences in achievement were studied in five academic areas: (1) vocabulary; (2) language usage; (3) reading; (4) mathematics problem solving; and (5) using sources of information.

Standardized achievement test scores for a sample of 3, students (1, females and 1, males) who were tested in each of 10 consecutive years, grades   Exploring gender differences in achievement through student voice: Critical insights and analyses W. Marc Jackman1* and Judith Morrain-Webb1 Abstract: The superior performance of females over males at high school and other levels appears to be a   The aim of this study is to examine whether gender and ethnicity differences are manifested in chemistry achievement and self-regulated learning among a matriculation programme students in Malaysia.

The result of students’ midterm chemistry exam was used as the measure of chemistry achievement. The information of   Focuses on the sex differences in academic achievement. Definition of fairness; Patterns of sex differences in several domains; Sex differences in academic achievement outside the schoolyard.

Introduction to the special section: The role of gender in school-related transitions and   Gender differences in educational achievement were examined in a cohort of individuals studied from birth to age There was a small but pervasive tendency for females to score better than males on standardised tests and to achieve more school and post-school ://   Explaining Gender Differences in Educational Achievement Introduction Gender was investigated as a mainstream issue relatively late in the sociology of education.

Prior to the ’s, sociological discussion focused mainly upon class differences in Recent research shows cross-national variation in sex segregation of career fields as well as in the level of gender differences in students’ performance on mathematics assessments.

Importantly, differences in science achievement and choice of career pursuits in these fields appear to develop over :// OCLC Number: Description: 1 online resource (ii, 51 pages): illustrations (some color), digital file: Contents: Introduction --Part differences in achievement Prevalence of gender differences in literacy development Examining the gender gap in reading performance Performance at the ends of the distribution Gender differences in learning and differences in preferred learning styles (Carrier ).

A particularly intriguing explanation of gender differences in pupils’school achievement is related to the dynamics of pupils-teacher gender interaction, or more specifically, to teachers’ and pupils’ gender combination.

Moreover, in recent years, teacher–pupil ?doi=&rep=rep1&type=pdf. Gender Differences in the Achievement and Retention of Nigeria Students Exposed to Concept in Electronic Works Trade through Reflective Inquiry Instructional Technique. Owodunni Ayanda Samuel 1 and Ogundola Ilesanmi Peter 2* 1 Federal University of Technology, Minna, Niger State, This study examined gender differences in mathematics and verbal self‐concept, self‐perceived skills, and motivation and whether such differences were larger than could be explained by differences in achievement.

Subjects were sixth grade and ninth grade Norwegian students. Data were analysed by analysis of variance and :// Research has shown pervasive gender differences in academic achievement. Because both genders present similar global intellectual ability levels, interest has arisen concerning the role of non-intellectual factors in explaining these differences.

In this study, the mediating role of personality dimensions related to disconstraint and aggressiveness, in the relationship between gender and /carvalho_gender_ The aim of the present study is to investigate the associations between primary school teachers’ perceptions of ability and effort and children’s ability self-concepts and performance in math and reading.

Moreover, special focus is put on the possible gender differences in teachers’ ability   AbstractThe purpose of this investigation is to determine whether there are gender differences in intelligence and achievement among gifted Spanish children. The sample is made up of students of high ability (42 girls and 68 boys) coming from various Spanish educational centers and selected to attend an enrichment program.

Their age ranged between 6 and 16 :// Get this from a library. Gender Differences in performance on a college-level achievement test. [Allen E Doolittle; Catherine Welch] Gender differences by item difficulty interactions in multiple-choice mathematics items.

Am Educ Res J. ; – Bishop B, Anderson C. Student conceptions of natural selection and its role in evolution. J Res Sci Teach.

; – Bolger N, Kellaghan T. Method of measurement and gender differences in scholastic :// Abstract Gender difference in mathematics achievement is of great significance for understanding gender related psychology and social policy us studies have mainly focused on the group mean differences between males and females on mathematics achievement.

However, recent studies reveal greater within-group variability for males and more similarities than differences between males Book Description. Gender inequalities in education – in terms of systematic variations in access to educational institutions, in competencies, school marks, and educational certificates along the axis of gender – have tremendously changed over the course of the 20 th century.

Although this does not apply to all stages and areas of the educational career, it is particularly obvious looking   For example, large gender differences in specific mathematics achievement in favor of boys combined with close-to-zero gender differences in general student achievement have yielded considerably smaller gender differences in mathematics achievement in favor of boys when the standard model is applied (Brunner, Krauss, et al., ).

A female advantage in school marks is a common finding in education research, and it extends to most course subjects (e.g., language, math, science), unlike what is found on achievement tests.

However, questions remain concerning the quantification of these gender differences and the identification of relevant moderator variables. The present meta-analysis answered these questions by examining ?doi=/a   Gender differences are examined by percentiles of performance, by the cognitive processes involved in solving the mathematics and science problems, and by item format.

The complete Gender Differences in Achievement: TIMSS report. The report is also Gender differences in achievement exhibit variation between domains and between countries. Much prior research has examined whether this variation could be due to variation in gender equality in opportunities, with mixed results.

Here we focus instead on the role of a society’s values about gender equality, which may have a more pervasive :// In this study, we explored the gender differences in science achievement, interest, creativity, and so on, using a national representative.

sample from the National Assessment of Education Quality (NAEQ). NAEQ assessed the Grade-4 (n = ,) and Grade-8 (n = 74,)   Gender differences in reports of discrimination also related to unique outcomes for men and women in the sample.

In particular, experiences of fear/suspicions-based discrimination explained gender differences in achievement and mental health ://?sequence=1. Below is the briefest of overviews(*it would be a grid, but wordpress doesn’t like them, so it’s just linear!) designed to cover all three areas within gender and education for A level sociology.

Achievement. In the s boys used outperform girls; Today, girls do better than boys by about 8% points at :// Whilst differences in achievement related to gender and socio‐economic factors remained consistent and generally increased over time, greater change was found in patterns of ethnic differences.

Possible explanations for the findings are discussed, particularly in relation to the debate concerning performance assessment and ://   This new topical book guides the reader through the different theories and approaches, drawing together and reviewing work on gender and educational performance.

The authors also highlight the continuing problems experienced by girls in terms of achievement and classroom :// Gender Differences in Educational Achievement within Racial and Ethnic Groups. ERIC Digest. by the ERIC Clearinghouse on Urban Education The effort to provide an equitable education to all students has led to extensive research on the effects of racial and ethnic differences, and of gender, on access, learning, and :// gender differences based on just a few assessments.

While the presence (or not) of achievement gaps has been extensively explored, the consequences of such gaps, particularly those observed in the 70s, 80s and early 90s, for differences among men and women in adult life could remain fertile ground for investigation.

The last section of this ?doi=&rep=rep1&type=pdf. Gender differences, favoring males, were larger for self‐beliefs (math self‐efficacy and fear of failure) and weaker for functional and dysfunctional beliefs about math learning. There were also gender differences in the structure of a model linking beliefs about math, beliefs about self and :// The influence of teacher gender and of a teacher-student gender match and mismatch on teacher’s expectations of their elementary student reading achievement, was tested via hierarchical linear The results show the existence of significant gender differences in achievement motivation facets related to self-assurance and ambition in favour of males (e.g.

confidence in success, dominance, and fearlessness) and self-control in favour of females. These results are in agreement with previous research and contribute to the usefulness of   The purpose of this study was to examine gender and racial/ethnic differences in high school achievement measured by students’ high school GPAs and their standardized math and reading test scores.

The Education Longitudinal Study of was used to investigate the following question: To what extent do school behaviors, attitudes toward school/teacher, students’ educational expectations.

This work is a must for everybody interested in gender differences in the world of education, training, and careers.' Rainer Silbereisen, Friedrich-Schiller-Universitat, Jena, Germany 'This book establishes a landmark in the study of changing gender differences over the life course and their ://  gender differences can be reduced as increased opportunities become available to girls (Duncan, ; Keeves and Kotte ).

The theme of this research study is timely. Detailed information is needed on how to reduce gender differences in Chemistry achievement and how to improve the achievement level of all students in?sequence=3&isAllowed=y.

Key words: achievement motivation, gender differences, AMI. SEE SOOG 19 (), 1, 82 O S INTRODUCTION Achievement motivation is a concept that can be used for the explanation of individual differences in achievement and success in various contexts such as the

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