Sex Differences on New York State Regents Examinations: Support for the Differential Course-Taking Hypothesis

Smith, Stuart E.; Walker, William J.

doi:10.2307/749112

Cited by 13 publications

(9 citation statements)

References 13 publications

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“…Electronic ISSN 1803-1617 axial symmetry of the line segment in Test III, and in the task on central symmetry in Test III. This disproportion in favour of males is in agreement with most previous research (e.g., Smith and Walker, 1988), however, in our testing the overall difference between the males and females was not significant, which is in agreement with the research of Kambilombilo and Sakala (2015). Better results of the males obtained in some tasks may be related to a more positive attitude of the males to mathematics (Emanovský and Gonda, 2020;Ganley and Lubienski, 2016).…”

Section: Eries Journal Volume 14 Issuesupporting

confidence: 94%

Students’ understanding of axial and central symmetry

et al. 2021

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The paper focuses on students’ understanding of the concepts of axial and central symmetries in a plane. Attention is paid to whether students of various ages identify a non-model of an axially symmetrical figure, know that a line segment has two axes of symmetry and a circle has an infinite number of symmetry axes, and are able to construct an image of a given figure in central symmetry. The results presented here were obtained by a quantitative analysis of tests given to nearly 1,500 Czech students, including pre-service mathematics teachers. The paper presents the statistics of the students’ answers, discusses the students’ thought processes and presents some of the students’ original solutions. The data obtained are also analysed with regard to gender differences and to the type of school that students attend. The results show that students have two principal misconceptions: that a rhomboid is an axially symmetrical figure and that a line segment has just one axis of symmetry. Moreover, many of the tested students confused axial and central symmetry. Finally, the possible causes of these errors are considered and recommendations for preventing these errors are given.

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Section: Eries Journal Volume 14 Issuesupporting

confidence: 94%

Students’ understanding of axial and central symmetry

et al. 2021

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“…The first condition regarding familiarity is met and so may help account for our findings. Whether or not the second condition is met is more problematic, because the tests were designed to reflect classroom content, and when standardized tests are designed as in the New York State Regents examinations, differences in favor of boys are less likely to occur, though they do not disappear (Smith & Walker, 1988). It may be, of course, that the standardized tests were not entirely successful in reflecting classroom teaching.…”

Section: Discussionmentioning

confidence: 99%

Method of Measurement and Gender Differences in Scholastic Achievement

Bolger

Kellaghan

1990

J Educational Measurement

136

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Gender differences in scholastic achievement as a function of method of measurement were examined by comparing the performance of 15-year-old boys (N = 739) and girls (N = 758) in Irish schools on multiple-choice tests and free-response tests (requiring short written answers) of mathematics, Irish, and English achievement. Males performed significantly better than females on multiple-choice tests compared to their performance on free-response examinations. An expectation that the gender difference would be larger for the languages and smaller for mathematics because of the superior verbal skills attributed to females was not fulfilled.

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“…It is therefore not surprising to find that fewer women than men complete advanced science courses in high school, beyond the usually required courses of Biology I and Chemistry I (AAUW, 1992;Fox, 1980;Fennema, 1984;Norman, 1988;Reyes, 1980;Tartre, Fennema, & Meyer, 1988). Women's limited course participation during high school explains a substantial part of gender differences in mathematics and science achievement tests (Berryman, 1983;Jones, 1987;Pallas & Alexander, 1983;Sells, 1980;Smith & Walker, 1988).…”

Section: Gender Differences In Science Achievements and Attitudesmentioning

confidence: 99%

Gender, race, ethnicity, and science education in the middle grades

1995

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This article examines gender differences in science achievements and attitudes during the middle grade, when our nation's scientific pipeline begins to emerge. It uses data from a large, nationally representative sample of eighth‐grade students (NELS‐88). The findings show that in these grades female students do not lag behind their male classmates in science achievements tests, grades, and course enrollments. Actually, some female students have higher probabilities of enrolling in high‐ability classes than males. However, female students have less positive attitudes toward science, participate in fewer relevant extracurricular activities, and aspire less often to science careers than males. Students' science attitudes and career interests vary according to students' gender as well as their racial or ethnic background. These findings emphasize the need to further examine the interrelationships between gender and race or ethnicity in our efforts to understand the processes leading to women's limited participation in science‐related careers.

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Sex Differences on New York State Regents Examinations: Support for the Differential Course-Taking Hypothesis

Cited by 13 publications

References 13 publications

Students’ understanding of axial and central symmetry

Students’ understanding of axial and central symmetry

Method of Measurement and Gender Differences in Scholastic Achievement

Gender, race, ethnicity, and science education in the middle grades

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