Gender and science achievement: A reanalysis of studies from two meta‐analyses

Becker, Betsy Jane

doi:10.1002/tea.3660260206

Cited by 73 publications

(50 citation statements)

References 46 publications

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“…It is also found that the girls are better than boys in both attitude towards learning of Science and academic achievement in Science in all three categories of schools following different systems of education. These results are contradictory to the early researches conducted by Schibeci's (1984), Becker (1989) and Weinburgh (1995).…”

Section: Analyses and Interpretation Of Datacontrasting

confidence: 90%

Attitude towards Learning of Science and Academic Achievement in Science among Students at the Secondary Level

Narmadha¹,

Chamundeswari²

2013

JSR

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The present study aimed to investigate attitude towards learning of Science and academic achievement in Science among students at the secondary level. Using random sampling technique 422 students, from the secondary level in different systems of education, namely, state, matriculation and central board schools were chosen. The Attitude toward Learning of Science Scale (Grewal, 1972) was used to assess the attitude towards learning Science and the marks scored in Science were taken from their half yearly performance. The data collected was subjected to statistical analysis, namely, mean, standard deviation, 't'-test, 'F'-ratio, Karl Pearson's Product Moment Correlation Co-efficient 'r'. Results showed that the students belonging to the central board schools have a higher level of attitude towards learning of Science compared to students in state board but did not differ with students in matriculation board schools at the secondary level. Similarly, students belonging to central board schools performed better in Science subject compared to the students in state and matriculation board schools at the secondary level. The girls are significantly better in their attitude toward learning of Science when compared to the boys in all categories of schools. In matriculation and central board schools the girls are better than boys in their academic achievement in Science whereas in state board schools there is no significant difference in their gender. A positive correlation was found to exist between attitude towards learning Science and academic achievement in Science among the students.

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Section: Analyses and Interpretation Of Datacontrasting

confidence: 90%

Attitude towards Learning of Science and Academic Achievement in Science among Students at the Secondary Level

Narmadha¹,

Chamundeswari²

2013

JSR

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“…Most research finds that boys surpass girls in interest in science and in science achievement, but these studies tend to look at children's academic performance within the regular school curriculum and on formal achievement tests (Becker, 1989). In this study, in which the context was an extracurricular elementary school science fair, the voluntary nature of the event offered a different window on young children's involvement in science.…”

Section: Discussionmentioning

confidence: 97%

Doing a science project: Gender differences during childhood

Adamson

Foster

Roark³

et al. 1998

J. Res. Sci. Teach.

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By adolescence, men's participation and achievement in science exceeds women's. This article reports a case study that examined the beginnings of this gender differentiation during a naturally occurring academic activity that was designed to support and guide young children's interest in doing science. Data were collected during 2 successive years of a science fair for children in Grades 1-6 of a progressive private school. A total of 268 projects were characterized in terms of achievement and area of science. Parents provided information about the way children selected and created projects. In both years and in all grade levels, boys tended to choose to work in the physical sciences, and girls in the biological and social sciences. Peer collaborations were exclusively same sex. Achievement and parental involvement were not gender related. Factors are discussed that might lead to an early divergence of boys' and girls' interests in science within a context that promotes its exploration.

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“…Of these the most significant is gender for, as Gardner comments, 'sex is probably the most significant variable related towards pupils' attitude to science'. This view is supported by Schibeci's (1984) extensive review of the literature, and more recent meta-analyses of a range of research studies by Becker (1989) and Weinburgh (1995) covering the literature between 1970 and 1991. Both the latter two papers summarize numerous research studies to show that boys have a consistently more positive attitude to school science than girls, although this effect is stronger in physics than in biology.…”

Section: Gendermentioning

confidence: 91%

Attitudes towards science: A review of the literature and its implications

Osborne¹,

Simon

Collins

2003

International Journal of Science Education

2,363

1,850

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This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students' attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inherent to their measurement, what is known about students' attitudes towards science and the many factors of influence such as gender, teachers, curricula, cultural and other variables. The literature itself points to the crucial importance of gender and the quality of teaching. Given the importance of the latter we argue that there is a greater need for research to identify those aspects of science teaching that make school science engaging for pupils. In particular, a growing body of research on motivation offers important pointers to the kind of classroom environment and activities that might raise pupils' interest in studying school science and a focus for future research.

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Gender and science achievement: A reanalysis of studies from two meta‐analyses

Cited by 73 publications

References 46 publications

Attitude towards Learning of Science and Academic Achievement in Science among Students at the Secondary Level

Attitude towards Learning of Science and Academic Achievement in Science among Students at the Secondary Level

Doing a science project: Gender differences during childhood

Attitudes towards science: A review of the literature and its implications

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