The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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Singapore's Higher Social Gender Equality and Girls' Higher Mathematics Achievement in TIMSS 2011

싱가포르의 높은 양성평등수준과 TIMSS 2011에 나타난 여학생의 높은 수학성취도

  • Received : 2017.02.01
  • Accepted : 2017.05.01
  • Published : 2017.05.31
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Abstract

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) how sociocultural factors influence mathematics achievement for Singaporean eighth grade students. This study is based on 5,923 Singaporean eighth grade students who participated in TIMSS 2011 assessment. The study found that there were no statistically significant gender differences in 'parental involvement in education' and 'teacher efficacy.' There were no statistically significant gender differences in students' attitudes of 'like learning mathematics,' and 'value learning mathematics'. A significant gender difference was identified for the attitude of 'confident with mathematics.' The boys displayed a higher level of confidence in mathematics than the girls consistent with other study findings for Asian students. The degree of effect from 'parental involvement in education,' 'teacher efficacy,' and 'confident with mathematics' on mathematics achievement are found to be stronger for girls than boys. The finding implies that girls' mathematics achievement can benefit from having more positive encouragement and involvement of parents and teachers and strengthening confidence in mathematics.

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References

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