| 000 | 00000nam c2200205 c 4500 | |
| 001 | 000046126952 | |
| 005 | 20230531140813 | |
| 007 | ta | |
| 008 | 220627s2022 ulkd bmAC 000c eng | |
| 040 | ▼a 211009 ▼c 211009 ▼d 211009 | |
| 085 | 0 | ▼a 0510 ▼2 KDCP |
| 090 | ▼a 0510 ▼b 6X6 ▼c 1919 | |
| 100 | 1 | ▼a 윤지은 |
| 245 | 1 0 | ▼a Gender gap in STEM education : ▼b the role of attitudes and teacher instruction in mathematics / ▼d Jieun Yoon |
| 260 | ▼a Seoul : ▼b Graduate School of International Studies, Korea University, ▼c 2022 | |
| 300 | ▼a viii, 62장 : ▼b 도표 ; ▼c 26 cm | |
| 500 | ▼a 지도교수: Robert Rudolf | |
| 500 | ▼a 부록수록 | |
| 502 | 0 | ▼a 학위논문(석사)-- ▼b 고려대학교 국제대학원, ▼c 국제학과, ▼d 2022. 8 |
| 504 | ▼a 참고문헌: 장 48-57 | |
| 530 | ▼a PDF 파일로도 이용가능; ▼c Requires PDF file reader(application/pdf) | |
| 653 | ▼a STEM education ▼a enjoyment ▼a self-concept ▼a clarity of instruction ▼a mathematics ▼a gender gap | |
| 776 | 0 | ▼t Gender Gap in STEM Education ▼w (DCOLL211009)000000268747 |
| 900 | 1 0 | ▼a Yoon, Jieun, ▼e 저 |
| 900 | 1 0 | ▼a Rudolf, Robert, ▼e 지도교수 ▼0 AUTH(211009)151709 |
| 945 | ▼a ITMT |
전자정보
소장정보
| No. | 소장처 | 청구기호 | 등록번호 | 도서상태 | 반납예정일 | 예약 | 서비스 |
|---|---|---|---|---|---|---|---|
| No. 1 | 소장처 학술정보관(CDL)/B1 국제기구자료실(학위논문)/ | 청구기호 0510 6X6 1919 | 등록번호 163082872 | 도서상태 대출가능 | 반납예정일 | 예약 | 서비스 |
| No. 2 | 소장처 학술정보관(CDL)/B1 국제기구자료실(학위논문)/ | 청구기호 0510 6X6 1919 | 등록번호 163082873 | 도서상태 대출가능 | 반납예정일 | 예약 | 서비스 |
컨텐츠정보
초록
This research explores the relationship between attitudes toward mathematics (enjoyment and self-concept) and mathematics achievement using TIMSS 2019 for 58 countries and approximately 450,000 fourth grade students. In addition, students’ perception of teacher’s clarity of instruction in mathematics lesson’s effect on attitudes toward mathematics and achievements will be analyzed. Potential gender differences in these relationships were investigated to identify if they can help explain gender gap in the STEM field. All correlations were analyzed through multivariate linear regressions. Regression results indicates that both attitudes toward mathematics and clarity of instruction have positive and significant association with mathematics achievement. Also, clarity of instruction increases both mathematics enjoyment and self-concept. Reciprocal relations were found between mathematics attitudes and achievement. When it comes to gender difference, girls had higher perception of clarity of instruction than boys, while the opposite was true for relationship between both mathematics attitudes and achievement. However, t-test suggests that these differences among two groups are significant but not large. At the country level, this study finds a negative relationship between mathematics performance and attitudes toward mathematics. These results imply that despite there being no big gender difference in student’s perception of teacher’s clarity of instruction and mathematics attitudes at grade 4, both should be promoted within educational practices since they affect mathematics achievement.
목차
Ⅰ. Introduction 1 Ⅱ. Literature Review 7 2.1 Attitudes toward Mathematics 7 2.2. Teacher Behaviors 11 Ⅲ. Data and Methodology 15 3.1 Dataset 15 3.2 Variables 16 3.2.1 Mathematics Achievement 16 3.2.2 Attitudes toward Mathematics (Enjoyment and Self-concept) & Clarity of Instruction 17 3.2.3 Control Variables 19 3.3 Empirical Estimations 20 Ⅳ. Results 23 4.1 Descriptive Statistics 23 4.2 Regression Results 27 4.3 Gender Separate Regression Results 36 4.4 Country-Level Results 39 V. Discussion 42 VI. Conclusion 45 Bibliography 48 Appendix 58
