數學學習表現性別差異之後設分析研究

Gender Difference in Mathematics Performance：A Meta Analysis

蔡慧真(Hui-Chen Tsai)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201001047

摘要

本研究目的在運用後設分析法，探討九年一貫課程實施期間（20011~2008~8）學生數學學習表現的性別差異，並透過同質性檢定探討各研究間之調節變項。這些調節變項包括，特定數學主題、年段、學生程度、研究區域、年代、樣本數、測量工具、測量工具效度與測量工具信度等九個項目。經研究文獻檢索後，符合本研究分析標準的文獻共31篇，產出68個獨立效果量，囊括24,921位學生的測驗結果。研究結果顯示男、女生整體數學學習表現的平均效果量Hedges’ g值為－0.048，表示女生的數學學習表現比男生好，但差距是小的。在調節變項方面，刪除異質性研究後數學主題、年段、樣本數、測量工具效度與測量工具信度等項目，是影響男、女生數學學習表現的調節變項。本研究並發現：
1.在國小一~三年級、六年級與國中七~九年級階段，女生的數學學習表現比男生好，但是差距很小。
2.在「未說明」數學主題的研究中，女生學習表現比男生佳，但是差距很小。
3.在「＞500位」與「101～300位」的研究樣本數中，女生數學學習表現較男生好，但是差距很小。
4.在「無效度說明」與「無信度說明」之研究，女生的數學學習表現比男生佳，但是差距很小。
最後，分別從研究對象、變項及研究方法等方面，對未來研究提出建議。

關鍵字

後設分析 ； 性別差異 ； 數學

並列摘要

The purpose of this study was to use a meta-analytic approach to exploring gender differences in mathematics performance during the grade 1-9 curriculum implement period (20011~20088). By means of homogeneous testing, we explored a number of moderators including course content, grade level, mathematical abilities of students, region of study, year of research, sample number, measurement tools, and validity and reliability of instruments. We performed a meta-analysis of 31 studies, yielding 68 independent effect sizes, representing the test results of 24,921 students. The averaged effective Hedges’ g was－0.048, indicating that female students had outperformed male students. However, differences in mathematics performance attributable to gender were slim. Course content, grade level, sample number, validity, and reliability of instruments were moderators with a far greater influence on gender difference in mathematics performance. This study also found that:
1. Female students performed better than male students did in the first grade, second grade, third grade, sixth grade, and junior high school levels, but the difference was slight.
2. In studies, exploring gender differences in “unspecified subjects”, female students outperformed male students, but the difference was again slight.
3. In studies with sample numbers of > 500 and 101 ~ 300, female students performed better than male students did, but the difference was slight.
4. In studies, which did not mention "validity" and "reliability" of the instruments, female students performed better than male students, but the difference was slight.
Finally, this study provides suggestions for possible future studies.

並列關鍵字

mathematics ； gender differences ； meta-analysis

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