Gender Differences in Mathematics Achievement Between Canadian and Asian Education Systems  

Oleh:

Ma, Xin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 89 no. 02 (Nov. 1995), page 118-127.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

ABSTRACT Gender-related issues were examined in four education systems (British Columhia, Ontario, Hong Kong, and Japan) based on algebra and geometry achievement data of Population A (13-year-olds) and Population B (high school seniors) from the Second International Mathematics Study (SIMS). The results showed (a) no significant interaction effects between gender and education system, (b) no significant gender differences in algebra, and (c) significantly higher performance in geometry by Population B male students. Within each education system, no gender differences in any mathematical area were found to be significant in either population. The investigation on the variability of mathematics achievement by gender illustrated different patterns between Canadian and Asian education systems. The findings also suggest that each education system affects the academic development of male and female students in similar ways, although one gender might be affected more seriously than the other.

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