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싱가포르의 높은 양성평등수준과 TIMSS 2011에 나타난 여학생의 높은 수학성취도
Singapore's Higher Social Gender Equality and Girls' Higher Mathematics Achievement in TIMSS 2011 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.56 no.2, 2017년, pp.147 - 160  

유양석 (국민대학교)

Abstract ▼ AI-Helper 아이콘AI-Helper

The purpose of this study was to examine (1) if sociocultural factors that are known to influence gender gap in mathematics achievement are gender equitable for Singaporean eighth grade students, (2) if there is a higher level of gender equitability in students' attitudes towards mathematics and (3)...

주제어

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

AI 본문요약
AI-Helper 아이콘 AI-Helper

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제안 방법

  • The 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.
  • A path analysis was conducted to compute the path coefficients to assess the degree of influence on mathematics achievement levels. The Variance Inflation Factors (VIF) were used to assess the multicollinearity and Comparative Fit Index (CFI) was computed to estimate the fit of the model. The models were reduced to achieve the CFI higher than 0.
  • The objective of the study was to examine (1) if the sociocultural factors that can influence gender gap in mathematics achievement are gender equitable in Singapore, (2) if there is a higher level of gender equitability in students' attitudes towards mathematics and (3) determine the degree of their influence on mathematics achievement for Singaporean eighth grade students using TIMSS 2011 mathematics assessment data.
  • The total numbers of Singaporean students participated in TIMSS 2011 were 5,923 (Table 1). The 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 study conducted an exploratory factor analysis to identify underlying factors among student responses to these thirty two questionnaire items. The factors of Eigenvalues greater than one were selected as significant factors.
  • This study focuses on Singapore, a country of higher gender equality and a country where girls perform higher in mathematics achievement than boys, and examines (1) if sociocultural factors that are known to influence gender gap in mathematics achievement are gender equitable in Singapore, (2) if there is a higher level of gender equitability in students' attitudes towards mathematics and (3) how sociocultural factors influence mathematics achievement for Singaporean eighth grade students using TIMSS 2011 mathematics achievement data.
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참고문헌 (27)

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