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THE DIFFERENCES IN SCORES AND SELF-EFFICACY BY STUDENT GENDER IN MATHEMATICS AND SCIENCE

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ABSTRACT

Typically, mathematics and science are seen as linked together, where both subjects involve numbers, critical thinking, and problem solving. Our study aims to develop a better understanding of the connections between student’s achievement scores in mathematics and science, student gender, and self-efficacy. We used the Trends in International Mathematics and Science Study 2007 eighth grade data to answer our research questions and were able to demonstrate that when controlling for self-efficacy, there is a statistically significant difference in the achievement scores between males and females by subject, where females score higher Algebra, but males score higher in the other mathematics subjects. Likewise, we were also able to demonstrate that there is a statistically significant difference in the achievement scores in Earth Science, Physics, and Biology, between males and females where males score higher in science subjects. In both mathematics and science examinations, we controlled for self-efficacy where in mathematics females hold lower self-efficacy then males and in science there is no difference between females and males in terms of self-efficacy. We conjecture that mathematics and science classrooms that consider self-efficacy may impact student’s achievement scores by subject, which can ultimately impact career choices in mathematics- and science-based fields.

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Author information

Authors and Affiliations

  1. Department of Engineering Education, Virginia Tech, 660 McBryde Hall (0218), Blacksburg, VA, 24061, USA

    Rachel A. Louis

  2. Department of Mathematics Education, Virginia Tech, Mathematics Education School of Education, Blacksburg, VA, 24061, USA

    Jean M. Mistele

Authors
  1. Rachel A. Louis
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  2. Jean M. Mistele
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Corresponding author

Correspondence to Rachel A. Louis.

Appendices

Appendix 1

Grade 8 Student Questionnaire

The Likert-type scale:

  • 1: Agree a lot 2: Agree a little 3: Disagree a little 4: Disagree a lot

  1. 9.

    How much do you agree with these statements about learning mathematics?

    1. (a)

      I usually do well in mathematics

    2. (b)

      I would like to take more mathematics in school

    3. (c)

      Mathematics is more difficult for me than for many of my classmates

    4. (d)

      I enjoy learning mathematics

    5. (e)

      Mathematics is not one of my strengths

    6. (f)

      I learn things quickly in mathematics

    7. (g)

      Mathematics is boring

    8. (h)

      I like mathematics

  2. 12.

    How much do you agree with these statements about learning science?

    1. (a)

      I usually do well in science

    2. (b)

      I would like to take more science in school

    3. (c)

      Science is more difficult for me than for many of my classmates

    4. (d)

      I enjoy learning science

    5. (e)

      Science is not one of my strengths

    6. (f)

      I learn things quickly in science

    7. (g)

      Science is boring

    8. (h)

      I like science

Appendix 2: SPSS Output

Self-Efficacy Construct Reliability

Table 1 Math reliability statistics
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Table 2 Science reliability statistics
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ANOVA for Gender and Self-Efficacy in Math

Table 3 MathAttitude
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Table 4 MathAttitude
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ANOVA for Gender and Self-Efficacy in Science

Table 5 ScienceAttitude
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Table 6 ScienceAttitude
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ANOVA for Gender and Scores in Math

Table 7 Avg_PV_Math
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Table 8 Avg_PV_Math
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ANOVA for Gender and Scores in Science

Table 9 Avg_PV_Science
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Table 10 Avg_PV_Science
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MANCOVA for Gender and Subject with Self-Efficacy in Math

Table 11 Multivariate tests
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Table 12 Tests of between-subjects effects
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MANCOVA for Gender and Subject with Self-Efficacy in Math

Table 13 Multivariate tests
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Table 14 Tests of between-subjects effects
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Louis, R.A., Mistele, J.M. THE DIFFERENCES IN SCORES AND SELF-EFFICACY BY STUDENT GENDER IN MATHEMATICS AND SCIENCE. Int J of Sci and Math Educ 10, 1163–1190 (2012). https://doi.org/10.1007/s10763-011-9325-9

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  • DOI: https://doi.org/10.1007/s10763-011-9325-9

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