英文摘要 |
Existing researches on TIMSS were mostly based on the correlation between student traits, mathematics learning motivation and learning achievement; few studies had been conducted on the factors related to the science learning achievement of eighth graders. This study used the data of 4,679 eighth-grade students from 136 junior high schools in Taiwan who participated in TIMSS 2011 to distinguish between male and female students in a multi-level analysis. The following conclusions were obtained: 1 The differences between middle schools and middle schools can explain the 14.47% and 18.82% of the eighth grade boys and girls in science achievement respctively, and the difference between schools had a lower explanatory power for science learning achievements than the internal factors. 2 Both boys and girls were family learning resources, self-education expectations, scientific self-confidence, learning commitment, and the higher the level of science, the higher the scientific learning achievement. However, the scientific value of female students enhanced their scientific learning achievements, while male students did not. Among the six student factors, boys and girls were the most important self-education expectations, while the second important factor for girls was family learning resources, and boys were scientific self-confidence. 3 The larger the school, the more it was in the metropolitan area, the more academically oriented the school, and the higher the scientific learning achievements of boys and girls; however, the school's science education resources had not significantly improved the scientific learning achievements of boys and girls respctively. 4 The location of the school, school size, and gender had a moderating effect on scientific learning achievements, that is, boys in metropolitan schools had higher scientific self-confidence and better scientific learning achievements; while in large-scale schools, females had higher scientific self-confidence and scientific learning, and better the achievement. The contributions of this research lid in the discovery of the importance of inter-school differences for male and female science learning achievements, the importance of female home learning resources for learning performance, and the differences brought about by male and female students' scientific learning performance in urban and rural schools. |