scholarly journals Gender Differences in the Interest in Mathematics Schoolwork Across 50 Countries

2020 ◽  
Vol 11 ◽  
Author(s):  
Kimmo Eriksson
Keyword(s):  
Gender Differences ◽  
National Culture ◽  
Peer Influence ◽  
Math Achievement ◽  
High Achievement ◽  
Low Achievement ◽  
High Interest ◽  
Complex Process ◽  
Grade 8 ◽  
Achievement Levels

Although much research has found girls to be less interested in mathematics than boys are, there are many countries in which the opposite holds. I hypothesize that variation in gender differences in interest are driven by a complex process in which national culture promoting high math achievement drives down interest in math schoolwork, with the effect being amplified among girls due to their higher conformity to peer influence. Predictions from this theory were tested in a study of data on more than 500,000 grade 8 students in 50 countries from the 2011 and 2015 waves of TIMSS. Consistent with predictions, national achievement levels were strongly negatively correlated with national levels of math schoolwork interest and this variation was larger among girls: girls in low-achievement, high-interest countries had especially high interest in math schoolwork, whereas girls in high-achievement, low-interest countries had especially low interest in math schoolwork. Gender differences in math schoolwork interest were also found to be related to gender differences in math achievement, emphasizing the importance of understanding them better.

The Effect of Adjunct Questions on Learning from Written Instruction by Students from Different Achievement Levels

1975 ◽  
Vol 19 (1) ◽  
pp. 78-87 ◽  
Author(s):  
Graeme H. Watts
Keyword(s):  
Sixth Grade ◽  
Specific Information ◽  
High Achievement ◽  
Low Achievement ◽  
Achievement Level ◽  
Adjunct Questions ◽  
Posttest Performance ◽  
Better Than ◽  
Achievement Levels

Sixth grade pupils from two distinct achievement levels read passages with or without adjunct questions. These adjunct questions were described as Repetition questions as they were directly related to specific information in the passage. A posttest repeated these adjunct questions, an equal number of ‘Incidental’ repetition questions, and a set of Integration questions requiring some combination of points or interpretation of material. High achievement level pupils performed significantly better than low achievement level pupils irrespective of treatments. The presence or absence of adjunct questions during instruction only had a significant effect on posttest performance with low achievement level pupils.

STRATEGI PEMBELAJARAN DAN MOTIF BERPRESTASI TERHADAP HASIL BELAJAR MATA PELAJARAN MENGGAMBAR TEKNIK

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Timbul Purba ◽  
Harun Sitompul
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
High Achievement ◽  
Low Achievement ◽  
Significance Level ◽  
Achievement Motive ◽  
Analysis Technique

Abstrak: Penelitian ini bertujuan: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan siswa yang memiliki motif berprestasi rendah dan (3) interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Hasil penelitian diperoleh: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan hasil belajar siswa yang memiliki motif berprestasi rendah dan (3) terdapat interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa.   Kata Kunci: strategi pembelajaran elaborasi dan ekspositori, motif berprestasi, hasil belajar menggambar teknik   Abstract: This research was aimed to: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher than students taught by expository learning strategy, (2) drawing techniques learning outcomes of students who have high achievement motive higher than students who have low achievement motive, and (3) the interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. The research method used was quasi experiment with 2 x 2 factorial design. The analysis technique used is the two-track analysis of variance ANOVA (2 x 2) with a significance level α = 0.05. The findings of the study indicate: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher learning outcomes than students taught by expository learning strategy; (2) drawing techniques learning outcomes of students who have high achievement motive higher than the learning outcomes of students who have low achievement motive; and (3) there is interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. Keywords: elaboration learning strategies and expository, achievement motive, the result of learning drawing techniques

PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR MATEMATIKA

2012 ◽  
Vol 18 (3) ◽  
pp. 112
Author(s):  
Rosliana Siregar
Keyword(s):  
Achievement Motivation ◽  
High Achievement ◽  
Low Achievement ◽  
Study Strategy ◽  
Strategy Study ◽  
Test Result ◽  
Technique Analysis

This research aim to know of difference between result learn the studentmathematics taught by using strategy of study cooperative type STAD and result oflearning student mathematics by using strategy of study ekspositori. The  method isquasi experiment. This research is executed SMP Negeri 11 Medan. Instrumentused together the data  test result of learning and enquette motivate to haveachievement. Technique analysis the data used by ANAVA 2x2. The result analysisof research indicate that result learn the student mathematics taught by usingstrategy study of higher type STAD cooperative than result learn the studentmathematics taught by using strategy of study ekspositori (Fcalculate = 4,698 >Ftabel = 3,96;  there are difference which signifikan of result learn the studentmathematics having high achievement motivation with the student having lowmotivation achievement, (Fcalculate = 27,9 > Ftabel = 3,96), and there areinteraction between study strategy and motivate to have achievement in influencingresult learn the student mathematics (Fcalculate = 12,45 > Ftabel = 3,96). Result ofinferential research that strategy study of better type STAD cooperative taught tostudent having motivation  have high achievement and good study ekspositoristrategy used to student having motivation  have low achievement and there areinteraction of study strategy and motivate the to have achievement.

scholarly journals The Gender Gap in Secondary School Mathematics at High Achievement Levels: Evidence from the American Mathematics Competitions

2010 ◽  
Vol 24 (2) ◽  
pp. 109-128 ◽  
Author(s):  
Glenn Ellison ◽  
Ashley Swanson
Keyword(s):  
High School Students ◽  
Gender Gap ◽  
Unobserved Heterogeneity ◽  
High Achievement ◽  
School Students ◽  
Standard Data ◽  
Small Set ◽  
Data Source ◽  
Almost All ◽  
Achievement Levels

This paper uses a new data source, American Mathematics Competitions, to examine the gender gap among high school students at very high achievement levels. The data bring out several new facts. There is a large gender gap that widens dramatically at percentiles above those that can be examined using standard data sources. An analysis of unobserved heterogeneity indicates that there is only moderate variation in the gender gap across schools. The highest achieving girls in the U.S. are concentrated in a very small set of elite schools, suggesting that almost all girls with the ability to reach high math achievement levels are not doing so.

Gender Differences in Relation to Organization Sources of Power

2018 ◽  
pp. 1-19
Author(s):  
Ebtihaj Al-A'ali ◽  
Ralla Mohammed Alazali
Keyword(s):  
Gender Differences ◽  
Qualitative Research ◽  
National Culture ◽  
Social Roles ◽  
Personal Values ◽  
Organizational Structures ◽  
Life Strategies ◽  
Men And Women ◽  
Information Power ◽  
Managerial Positions

Women encounter more challenges than men in their attempts to reach top managerial positions. Challenges stem from proscribed social roles, employed life strategies, and/or organizational structures. The same challenges lead men and women to use organizational sources of power differently. This qualitative research examines gender differences in relation to individual and contextual issues. Individuals' issues are education, age, religion, and personal values. Contextual issues are exemplified in national culture and international culture. These issues lead interviewees to view sources of power in organizations differently. Sources of power illustrated in legitimate, reward, coercive, referent, expert, and information power are valued and ranked differently based on gender.

High School Graduates' Achievement Motivation and the Prediction of the Economic Development of a Small Midwestern Community from 1907 to 1967

1977 ◽  
Vol 41 (1) ◽  
pp. 167-172 ◽  
Author(s):  
Darryl E. Matter
Keyword(s):  
High School ◽  
Economic Development ◽  
Achievement Motivation ◽  
High School Graduates ◽  
High Achievement ◽  
Low Achievement ◽  
Community Or ◽  
Individual Achievement ◽  
The Relationship

This study explored the relationship between achievement motivation and economic development in a small midwestern community; specifically, the study investigates the following question: Is remaining in a community or moving away a function of congruency between individual achievement motivation and the stage of the community's development? For this community, the answer seems a qualified “yes.” When the community was “achieving,” those high school graduates with high achievement motivation tended to remain in the community; those with low achievement motivation moved away. The reverse was found when the community became stable and then declined.

scholarly journals “ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

2021 ◽  
Vol 58 (1) ◽  
pp. 5139-5152
Author(s):  
Bilqis Firyal Nabilah Et al.
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Creative Thinking ◽  
Science Achievement ◽  
Thinking Skills ◽  
Control Group ◽  
High Achievement ◽  
Low Achievement ◽  
Study Results ◽  
Significant Difference

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

scholarly journals PERBEDAAN KADAR HEMOGLOBIN ANTARA ANAK USIA SEKOLAH YANG BERPRESTASI DAN YANG KURANG BERPRESTASI

e-CliniC ◽  
2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Petra Watuna ◽  
Max F. J. Mantik ◽  
Stefanus Gunawan
Keyword(s):  
Iron Deficiency ◽  
Negative Impact ◽  
School Age Children ◽  
Deficiency Anemia ◽  
High Achievement ◽  
Low Achievement ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Average Value ◽  
Oxygen Carrying Capacity

Absrtact: The learning achievement of the students is influenced by various factors. These factors could be alone or together with other factors affecting the learning process thus causing a decrease in student achievement. Anemia, particularly iron deficiency anemia, is one of the major problems faced by the students and has a negative impact on students' performance and productivity. Anemia is a condition that indicates levels of hemoglobin (Hb) lower than normal. This is caused by lack of iron necessary for the formation of hemoglobin in the blood. The state of is caused by decreasing of oxygen-carrying capacity of red blood cells. This study aimed to determine the differences in hemoglobin levels among school-age children with high achievement and low achievement. This was a cross sectional analytical study by using the average value of mid semester for mathematics and science subjects in SMP 9 Pandu. The Kruskal-Wallis test in mathematics with Asymp. value Sig 0.746 > 0.05 which meant that there was no difference in hemoglobin levels between students with high achievement and with low achievement. Physics subjects with Asymp. value Sig 0.028 < 0.05 meant that there was a difference between hemoglobin levels of students with high achievement and with low achievement. Hemoglobin level did not affect the value of mathematics but affect the value of the physics.Keywords: hemoglobin, iron deficiency, student achievementAbstrak: Capaian prestasi belajar para siswa dipengaruhi oleh berbagai faktor. Faktor-faktor tersebut bisa sendiri atau bersama dengan faktor lain mempengaruhi proses belajar sehingga menyebabkan penurunan prestasi siswa. Anemia, secara khusus anemia defisiensi besi adalah salah satu masalah utama yang dihadapi para siswa dan memiliki pengaruh negatif terhadap performa dan produktifitas siswa. Anemia adalah keadaan yang menunjukkan kadar hemoglobin (Hb) seseorang lebih rendah dari kadar hemoglobin normal. Hal ini disebabkan oleh kekurangan zat besi yang diperlukan untuk pembentukan hemoglobin dalam tubuh. Keadaan anemia menyebabkan kapasitas pengangkutan oksigen oleh sel darah merah menurun. Tujuan penelitian ini untuk mengetahui bagaimana perbedaan kadar hemoglobin antara anak usia sekolah yang berprestasi dan kurang berprestasi. Penelitian ini bersifat analitik dengan pendekatan cross sectional, dengan mengambil rata-rata nilai mid semester untuk mata pelajaran matematika dan IPA di SMP 9 Pandu. Hasil penelitian: dengan uji Kruskal-Wallis pada mata pelajaran matematika dengan nilai Asymp. Sig 0,746 > 0,05, artinya tidak terdapat perbedaan kadar hemoglobin siswa berprestasi dan tidak berprestasi. Untuk mata pelajaran IPA dengan nilai Asympt. Sig 0,028 < 0,05, artinya terdapat perbedaan antara kadar hemoglobin siswa berprestasi dan tidak berprestasi. Kadar hemoglobin tidak mempengaruhi nilai matematika tapi mempengaruhi nilai IPA.Kata kunci: hemoglobin, defisiensi besi, prestasi siswa.

Sign in / Sign up

Export Citation Format

Share Document