臺灣博碩士論文加值系統

本論文從教育社會學角度探討造成數學成就性別差異現象的成因，以班級的性別環境為研究脈絡，研究影響國中女生數學成就的可能原因。假設數學成就的性別差異是受到後天學習歷程影響，班級環境中隱含的性別刻板印象為其中一個重要社會文化影響因素。透過比較國一到國三階段女生班和一般男女合班女生數學成就的異同，嘗試找出造成數學成就性別差異現象的成因，是否與班級性別環境、師生的性別刻板印象等因素有關。利用階層線性模式（Hierarchical Linear Models，HLM）統計方法，分析資料取自由中央研究院、教育部和國科會共同規劃的全國性長期的調查計畫：「台灣教育長期追蹤資料庫」（Taiwan Education Panel Survey，簡稱TEPS）。研究結果發現女生班、數學老師性別及班級學業氣氛等因素對於國中女生數學成就有顯著影響力，但進一步考慮學校公私別變項之後，女生班的影響力即消失。

The main purpose of this study is to assess the magnitude of individual and contextual influences to explain gender differences in math achievements. Adopting the hierarchical linear model analysis to determine whether or not statistically significant differences between the mathematical achievements of 7th grade students who attend all-girls classes compared with those who attend coeducational classes at the same time, and their academic performance after two years. The result shows that there are three factors that have significant influences on girls’ math achievement in junior high schools, which are the single-sex classes, female math teachers and the academic climate of each class. However, if private schools are taken into consideration, the significant influence of the gender composition of classes will disappear.

第一章 研究緣起
第一節 研究動機與目的......................................1
第二節 研究重要性.........................................4

第二章 文獻探討
第一節 數學成就的性別差異現象及原因推論......................6
第二節 單一性別環境的相關研究..............................14
第三節 小結.............................................18

第三章 研究方法與假設
第一節 資料來源..........................................20
第二節 研究假設與分析方法.................................23
第三節 資料處理與變項測量................................27

第四章 資料分析
第一節 樣本特性..........................................33
第二節 分析模式的設定.....................................36
第三節 分析結果..........................................40


第五章 結論、討論與建議
第一節 結論.............................................46
第二節 討論與建議........................................49
第三節 研究限制..........................................52
參考文獻...................................................53


圖表目次

表3-1 TEPS第一、二波實際完訪數量說明表.......................21
表3-2 研究變項來源及測量....................................26
表3-3 個人層次變項描述統計..................................29
表3-4 班級學業氣氛.........................................30
表3-5 數學老師性別.........................................31
表3-6 數學老師性別刻板印象：以班級區分........................31
表3-7 數學老師性別刻板印象：以性別區分........................32
表3-8 學校公私立別.........................................32
表4-1 個人層次測量變項相關係數表.............................34
表4-2 班級層次變項檢定係數表.. ..............................34
表4-3 不同班級性別類別學生國三數學成就的平均數分析.............35
表4-4 完全無限制模式( fully unconditional model)結果........37
表4-5 模式一到模式六HLM分析結果...........................44-45

圖3-1 TEPS資料蒐集工具與內容示意圖..........................21

附錄
附錄一 大專院校學生人數...................................64
附錄二 資料處理語法：STATA................................64
附錄三 資料處理與變項測量.................................65
附錄四 HLM變項描述統計...................................67
附錄五 加乘效果..........................................68

附錄表1-1大專院校學生人數...................................64
附錄表3-1父親職業..........................................65
附錄表3-2家庭每月總收入.....................................65
附錄表3-3家長最高教育程度...................................66
附錄表3-4班級學術氣氛之因素分析..............................66
附錄表4-1HLM使用變項描述統計...............................67
附錄表5-1加乘效果..........................................68

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