[논문]한국 초등학생들의 성차: TIMSS 2011 2015 수학 학업성취도 평가를 통한 분석

황성환; 여승현

doi:10.7468/mathedu.2020.59.3.217

한국 초등학생들의 성차: TIMSS 2011 2015 수학 학업성취도 평가를 통한 분석
Gender differences in Korean elementary students: An analysis of TIMSS 2011 and 2015 fourth grade mathematics assessment 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.59 no.3, 2020년, pp.217 - 235

황성환 (서울가주초등학교) , 여승현

초록
AI-Helper

본 연구는 TIMSS 2011와 2015 수학 성취도 평가를 바탕으로 초등학교 4학년 남녀 간의 성차가 드러나는 문항들을 내용과 인지영역에 따라 분석하였다. 연구결과, 성차가 유의미하게 차이나는 20% 문항들에서 내용 영역별 성차를 보면 남학생은 수와 측정영역에서 여학생은 도형영역에서 상대적으로 우위에 있는 것으로 나타났다. 또한 인지 영역별 성차를 보면, 남학생이 지식, 적용, 추론 영역에서 여학생보다 상대적인 우위에 있는 것으로 드러났다.

Abstract ▼ AI-Helper

This study examined Korean fourth-grade students' performance by gender on the Trends in International Mathematics and Science Study(TIMSS) 2011 and 2015 mathematics assessment. We first identified items which had significantly higher mean scores by gender to decide which gender did better on a certain domain(domain-level analysis). Then, we examined the content of items(item-level analysis) to understand which items lead to gender differences in mathematics achievement. Our findings showed that about 80% of the items on both assessments did not show statistically significant differences between males and females. However, there were meaningful gender differences in the other 20% items. On both assessments, females had more items with significantly higher mean scores than males on the Shapes domain, and males had more those items on the Numbers and Measurement domains and all cognitive domains(Knowing, Applying, and Reasoning). In particular, females outperformed males on items related to identifying two- and three-dimensional shapes and drawing lines and angles and identifying them. Conversely, males had higher performance than females on items related to the pre-algebraic thinking, fractions and decimals, estimation of number differences, unit of length, and measuring time, height, and volume. The effect sizes for each item ranged from .12 to .33 and the mean effect size of all items across both assessments was .20, which indicated significant gender differences but small.

주제어

표/그림 (11)

표 [Table 1] Overall TIMSS mathematics performance by gender
표 [Table 2] Mathematics performance in content domains by gender
표 [Table 3] Mathematics performance in cognitive domains by gender
그림 [Fig. 1] Data analysis process
표 [Table 4] Item distribution across content and cognitive domains
표 [Table 5] Distribution of favoring items by content domains
표 [Table 6] Distribution of favoring items by cognitive domains
그림 [Fig. 2] Sample female-favoring items
그림 [Fig. 3] Sample Male Favoring Item (M031346A in TIMSS 2011)
표 [Table 7] Sample Female Favoring Items on the TIMSS
표 [Table 8] Sample Male Favoring Items on the TIMSS

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