Gender differences in mathematics and science: the role of the actiotope in determining individuals’ achievements and confidence in their own abilities

Ziegler, Albert; Stoeger, Heidrun; Harder, Bettina; Park, Kyungbin; Portešová, Šárka; Porath, Marion

doi:10.1080/13598139.2014.916092

Cited by 12 publications

(6 citation statements)

References 15 publications

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“…This view is supported by [29] and [6] who asserted that there is no significant statistical difference between the performance of male and female students in mathematics worldwide. Yet, gender differences in mathematics and science continues to exist in some countries [30]. Cases where female dominate their male counterparts in terms of performance in mathematics are rare.…”

Section: Gender Differences In Geometry Performancementioning

confidence: 99%

Effects of Jigsaw IV Cooperative Learning Strategy (J4CLS) on Academic Performance of Secondary School Students in Geometry

Timayi¹,

Bolaji²,

Kajuru³

2015

IJMTT

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This study is an attempt to solve the persistent poor performance of students in geometry in senior secondary schools in Kaduna State, Nigeria. The study was guided by two research questions and two hypotheses. The quasi experimental research design involving a pretest and posttest was used. The population of the study comprised of 4624 senior secondary school year two (SS2) students of the public secondary schools in Zaria Educational Zone. Two coeducation schools were selected by the simple random sampling as the schools sampled for the study. The sample of students for the study comprised of 144 students from two schools from intact classes (Experimental = 72 and Control = 72). The Geometry Performance Test (GPT) was used as instrument for collecting data. The research questions were answered using descriptive statistics while the research hypotheses were analyzed by the t-test statistics at P ≤ 0.05 level of significance with the aid of the Statistical Packages for Social Sciences (SPSS version 21). The study revealed a significant difference in performance in favour of students exposed to the J4CLS. With regard to gender performance, no significance difference was found. The study concludes that the J4CLS is gender friendly and effective in the teaching and learning of geometry. Based on these findings, it was recommended that teachers should employ the J4CLS in the teaching of geometry in senior secondary schools to enhance students' performance in geometry. Also, workshops and seminars for mathematics and science based teachers should be organized by the Ministry of Education for each Education Zone in Kaduna State on the use of the J4CLS in classrooms.

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Section: Gender Differences In Geometry Performancementioning

confidence: 99%

Effects of Jigsaw IV Cooperative Learning Strategy (J4CLS) on Academic Performance of Secondary School Students in Geometry

Timayi¹,

Bolaji²,

Kajuru³

2015

IJMTT

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“…It can differ from society to society or from culture to culture and can be changed. Gender differences in math achievement continues to exist in some countries, including the United States, (Ziegler et al, 2014) and these differences continue to capture the interest of many stakeholders, including educators and policymakers (Reilly, Neumann, & Andrews, 2015). According to research conducted by Cheema and Galluzzo, there is evidence to support a small, yet significant gender achievement gap in mathematics (2013).…”

Section: Gender and Math Achievementmentioning

confidence: 99%

Impact of Teachers’ Gender and Self-Efficacy on End of Year Elementary Students Mathematics Assessments in Rural South Texas Schools

Gonzalez¹,

Kupczynski²,

Hall³

et al. 2019

JSE

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The purposes of this study were to compare grade 3 math achievement based on gender of teacher and to investigate if teacher self-efficacy predicts grade 3 math achievement. This study was framed around the concept of teacher self-efficacy. An independent sample t-test revealed that teacher gender made a substantive difference in the outcome of students who met grade level standards for grade 3 2018 STAAR math. A bivariate linear regression showed that self-efficacy for teaching mathematics at the elementary level did not predict the proportion of students who met grade level standards for grade 3 2018 STAAR math. Results indicated that neither gender nor self-efficacy of rural south Texas elementary teachers significantly impact the proportions of students who met grade level standards.

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“…All 248 participants completed the same materials, which comprised some personal data, the Questionnaire of Educational and Learning Capital (see materials of Study 1) and the Actiotope Questionnaire (Ziegler, 2008;Ziegler, Stoeger, Harder, Park, Portešová, & Porath, 2014).…”

Section: Materials and Proceduresmentioning

confidence: 99%

“…Actiotope Questionnaire. Students' actiotopes were assessed with the components and dynamic function subscales of the Actiotope Questionnaire (Ziegler, 2008;Ziegler et al, 2014). This questionnaire provides information on the extent to which students have successfully integrated academic learning in their actiotope.…”

Section: Materials and Proceduresmentioning

confidence: 99%

Two studies of the empirical basis of two learning resource-oriented motivational strategies for gifted educators

Vladut

Vialle

Ziegler

2016

High Ability Studies

Self Cite

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Two learning resource-oriented motivational strategies for gifted educators are introduced: a homeostatic orientation that aims for balance and an allostatic orientation that aims at growth. In order to establish the empirical basis of these motivational strategies, two studies were conducted with samples of students from a specialized post-secondary business school who were enrolled in grades 11-13. Study 1 focused on the empirical basis of the homeostatic orientation. It was shown that the availability of learning resources is associated with two forms of balance within an actiotope: robustness and resilience. Furthermore, it could be shown that the effects of exogenous learning resources on robustness and resilience are mediated by endogenous learning resources. The focus of Study 2 was the empirical basis of the allostatic orientation. It was shown that the availability of learning resources is associated with various indicators of growth of an actiotope. Similarly to Study 1, the effects of exogenous learning resources on outcome variables representing the growth of an actiotope were mediated by endogenous learning resources. Thus, evidence suggests that a homeostatic orientation as well as an allostatic orientation are valid motivational strategies for gifted educators.

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Gender differences in mathematics and science: the role of the actiotope in determining individuals’ achievements and confidence in their own abilities

Cited by 12 publications

References 15 publications

Effects of Jigsaw IV Cooperative Learning Strategy (J4CLS) on Academic Performance of Secondary School Students in Geometry

Effects of Jigsaw IV Cooperative Learning Strategy (J4CLS) on Academic Performance of Secondary School Students in Geometry

Impact of Teachers’ Gender and Self-Efficacy on End of Year Elementary Students Mathematics Assessments in Rural South Texas Schools

Two studies of the empirical basis of two learning resource-oriented motivational strategies for gifted educators

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