英文摘要 |
The performance of boys and girls in mathematics learning has always been concerned. This study used the country as an analysis unit to explore the differences in mathematics learning achievement of male and female students, and the correlation between per capita income and gender equality index and mathematics learning achievement performance. This study analyzed the data of eighth graders from 39 countries participating in the Trends in International Mathematics and Science Study in 2015. The following conclusions were obtained: 1. Overall, the average mathematics learning achievement of boys in these countries was significantly higher than that of girls. Among them, the countries where boys were more than 12 points higher than girls were Bahrain, Botswana, Jordan, Oman and Thailand; while girls were 18 points higher than boys in Chile. 2. The number of years of education had a positive and significant correlation with per capita income and gender equality index; the gender equality index had a positive and significant correlation with mathematics achievement, with an explanatory power of 65.9%. The number of years of education and national income had no significant correlation with mathematics learning achievement. The explanatory power of the number of years of education for mathematics learning achievement was 45.9%. 3. The years of education had no mediated effect on mathematics learning achievement through per capita income; while the effect of years of education on mathematics learning achievement through gender equality index had a completely mediated effect; Besides, the mediated effect of gender equality index was significantly higher than that mediated effect of per capita income. 4. If the per capita income and gender equality index are used as input variables, and mathematics learning achievement was the outcome variable, Taiwan's mathematics learning achievement performance was higher than the world average. The contributions of this research lied in the analysis of factors related to mathematics learning achievement by country as a unit through TIMSS data and found that gender equality in the country had a greater impact on mathematics learning achievement than per capita income. There were in-depth discussions on the conclusions and specific suggestions. |