AbstractThis research, based on the data of learning achievement of natural science, made by Taiwan Assessment of Student Achievement in 2006, is to probe into the gender difference, focused on the five learning objectives, “process skill, cognitive of science and technology, nature of science, scientific attitude and scientific application” in the students at the 4th, 6th and 8th grades while learning natural science, and to observe the variation of the learning outcome on these grades. Then finally, we will use Pearson correlation coefficient matrix to discuss the relations among individuals, families, schools and the boys’ and the girls’ learning outcomes.
According to the result of this research, we found:
1.The gender difference in the 5 learning objectives
The 4th-grade students did exist the gender differences in process skill, science and technology cognitive, and scientific application and these differences showed that the performers of the boys were superior to the girls. However, there was only one gender difference in scientific attitude when we surveyed the 6th-grade students’ data and the result showed that the girls had a better scientific attitude than the boys. And we also found that the gender differences occurred only in process skill when we surveyed the 8th-grade students’ data and the differences depended on the different learning objectives.
2.The variation of the learning outcomes on these grades
Generally speaking, the boys’ and the girls' learning outcomes were going up from the 4th-grade to the 6th-grade. But they were almost going down when we surveyed the 8th-grade students’ data. Besides, the 4th-grade the boys’ and the girls’ performers were much distributed, especially for the girls, and this distributed phenomenon turned into a gathered mode at the 6th-grade, then became a slightly distributed at the 8th-grade.
3.The relation among individuals, families, schools and the boys’ and the girls’ learning outcomes
The learning outcomes of the 4th-grade the boys and girls were almost related to the individual ability and the family factor, besides, the girls’ performers were much related to the family factor. But as age increased, the 8th-grade the boys and the girls’ learning outcomes were all related to the individual factor and the school factor, but the importance of the family factor reduced gradually.
Finally, we offered some suggestions for the one who would like to do further researches on this topic.
|Date of Award||2011|
|Supervisor||偉明 陸 (Supervisor)|
- Taiwan Assessment of Student Achievement
- learning outcome
- gender difference