PISA 2012 결과에 나타난 성별에 따른 학업성취 영향요인 비교 = Educational Factors Influencing the Gender Difference in PISA 2012

다국어 초록 (Multilingual Abstract)

The existence of gender gaps in the Programme for International Student Assessment (PISA) scores has been documented in the literature. In particular, it was revealed that on average Korean female students underperform/outperform their male counterparts in mathematics/reading scores for PISA 2012. This study was conducted to examine crucial determinants in understanding gender differences. We examined whether or not the influence of educational contextual variables on mathematics, reading and science achievement differs by gender using multilevel model with each group of male and female students. As a result, there were variables that had more influence on male or female students, though there were some differences by subject. It can be concluded that females have been affected more by teachers than by parents, while males have been affected more by parents. Also, creative extracurricular activities had much more of an effect male students than females. In addition, participation in math-related activities only influenced females, and academic and vocational expectation in math and class management of math teachers only influenced male students. Based on the results, we proposed an educational and political plan that may bridge disparity gaps in academic achievement by gender.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 학업성취 성차의 발생 요인
• 1. 환경적 요인: 가정 및 사회적 요인
• 2. 교육적 요인
• 3. 시사점
• Ⅲ. 연구방법
• 1. 분석 자료 및 대상
• 2. 분석 변수
• 3. 분석 모형
• Ⅳ. 연구결과
• 1. 수학
• 2. 읽기
• 3. 과학
• Ⅴ. 논의 및 제언
• References

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