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사회문화적 요인들이 수학학습태도와 수학성취도의 성별차이에 미치는 영향: TIMSS 2011를 중심으로
Sociocultural Factors Influencing Gender Differences in Mathematics Attitude and Achievement for Korean Students in TIMSS 2011 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.53 no.4, 2014년, pp.463 - 478  

유양석 (Kookmin University)

초록
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우리나라 중학교 2학년 학생들은 TIMSS와 같은 국제적인 평가에서 높은 수학 성취도를 보이고 있다. 성별 성취도를 분석하면 TIMSS 1995부터 TIMSS 2011까지 남학생이 여학생보다 지속적으로 높은 평균점수를 받고 있다. TIMSS 1995와 TIMSS 2011의 성별 점수 차이는 유의한 것으로 나타났다. TIMSS 2011에 참가한 42개국 중 성차가 없거나 여학생이 더 높은 성취도를 보인 국가는 35개국이며 남학생이 더 높은 성취도를 보인 국가는 우리나라를 포함하여 7개국이다. 수학 성취도의 성차는 사회문화적 요인과 수학학습태도와 연관이 있다는 여러 연구 결과가 있다. 본 연구는 TIMSS 2011에 참가한 중2학년 5,165명 남녀학생들의 수학성취도 결과를 분석하여 사회문화적 요인이 수학학습태도와 수학성취도에 미치는 영향을 찾아보았다. 연구결과 남녀학생의 교사선호도는 유의한 성차가 없었는데 학부모의 교육 참여도에 유의한 성차가 있었다. 여학생의 수학에 관한 가치와 수학에 관한 자신감은 남학생보다 유의하게 낮았다. 학부모의 교육 참여도는 여학생의 수학학습태도와 수학성취도에 더 높은 영향력을 미치는 것으로 나타났다. 학부모들의 교육 참여도를 높이고 여학생들의 수학에 관한 가치와 자신감을 높이기 위해서는 여학생들의 롤 모델과 여성들의 과학 분야의 진출을 장려하는 사회적 요인의 조성이 함께 필요하다.

주제어

#성차   #TIMSS 수학성취도   #사회   #문화적요인   #수학태도   #수학교육과정  

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제안 방법

  • The TIMSS student questionnaire was structured in 4-point Likert Scale: (1) agree a lot; (2) agree a little; (3) disagree a little; and (4) disagree a lot. For this study the scale was transposed so that a higher number represents stronger agreement and a higher frequency. The transposed scale was: (1) disagree a lot; (2) disagree a little; (3) agree a little; and (4) agree a lot.
  • The path coefficients represent the strengths of effect. The Variance Inflation Factors (VIF) were computed to assess the multicollinearity of the model. Then, Comparative Fit Index (CFI) was computed to estimate the fit of the model.
  • The purpose of this study is to develop and apply a conceptual model to examine how sociocultural factors such as parents, teachers and schools influence gender differences in students' mathematics attitude and mathematics achievement for Korean students using the TIMSS 2011 results.
  • This study developed and applied a conceptual model to examine the influence of 'parental involvement in education,' 'teacher efficacy,' and 'school affinity' on students' mathematics attitude and mathematics achievement for Korean eighth grade students using the TIMSS2011 results.

대상 데이터

  • The model showed that 'teacher efficacy' had an indirect effect on mathematics achievement through influencing 'value learning mathematics,' and 'confident with mathematics' for boys and girls.

이론/모형

  • An exploratory factor analysis was conducted to identify the existence of underlying structure among the thirty two questions for boys and girls. The data were subjected to principal component factor analysis with Varimax Rotation with Kaiser normalization. Based on the Eigenvalues of greater than one, which is the accepted criteria for a significant factor, six factors were selected for the model.
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