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Gender Differences in Attitude towards Science: Methodology for Prioritising Contributing Factors

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Title: Gender Differences in Attitude towards Science: Methodology for Prioritising Contributing Factors
Language: English
Authors: Oon, P. -T, Cheng, M. M. W. (ORCID 0000-0002-8483-4074), Wong, A. S. L.
Source: International Journal of Science Education. 2020 42(1):89-112.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Students, Student Attitudes, Science Instruction, Gender Differences, Physics, Foreign Countries, Teacher Behavior, Social Influences, Curriculum, Measurement Techniques, Scientists, Career Choice, Value Judgment, Intention, Grades (Scholastic), Barriers, Teacher Influence
Geographic Terms: Hong Kong
DOI: 10.1080/09500693.2019.1701217
ISSN: 0950-0693
Abstract: Understanding secondary student attitudes towards science (SAS) is important if we are to increase the number and diversity of students who pursue STEM fields and address the gender imbalance in STEM careers. Existing studies that measured SAS tended to directly translate an ordinal scale (e.g., from 'strongly agree' to 'strongly disagree') into a set of linear scores (e.g. 5 for strongly agree and 1 for strongly disagree). We suggest that SAS constructs need to be calibrated on an interval scale in order to be meaningfully quantified. We propose the use of Rasch measurement where SAS constructs can be ranked according to their prevalence as SAS measurements. This paper implemented Rasch measurement to examine how Chinese boys and girls perceived different aspects of physics. A total of 495 boys and 490 girls from five secondary schools in Hong Kong participated in this study. An invariance analysis of SAS constructs important to boys and girls were found to have shown a similar hierarchy and that there are gender differences with respect to some but not all construct items. Main findings on how Asian boys and girls perceived physics, its implications and recommendations focusing on possible strategies to encourage girls to study physics are discussed.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1240178
Database: ERIC
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  Data: Gender Differences in Attitude towards Science: Methodology for Prioritising Contributing Factors
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  Data: <searchLink fieldCode="AR" term="%22Oon%2C+P%2E+-T%22">Oon, P. -T</searchLink><br /><searchLink fieldCode="AR" term="%22Cheng%2C+M%2E+M%2E+W%2E%22">Cheng, M. M. W.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8483-4074">0000-0002-8483-4074</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wong%2C+A%2E+S%2E+L%2E%22">Wong, A. S. L.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2020 42(1):89-112.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 24
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  Data: 2020
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement+Techniques%22">Measurement Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Scientists%22">Scientists</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
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  Data: 10.1080/09500693.2019.1701217
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  Data: 0950-0693
– Name: Abstract
  Label: Abstract
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  Data: Understanding secondary student attitudes towards science (SAS) is important if we are to increase the number and diversity of students who pursue STEM fields and address the gender imbalance in STEM careers. Existing studies that measured SAS tended to directly translate an ordinal scale (e.g., from 'strongly agree' to 'strongly disagree') into a set of linear scores (e.g. 5 for strongly agree and 1 for strongly disagree). We suggest that SAS constructs need to be calibrated on an interval scale in order to be meaningfully quantified. We propose the use of Rasch measurement where SAS constructs can be ranked according to their prevalence as SAS measurements. This paper implemented Rasch measurement to examine how Chinese boys and girls perceived different aspects of physics. A total of 495 boys and 490 girls from five secondary schools in Hong Kong participated in this study. An invariance analysis of SAS constructs important to boys and girls were found to have shown a similar hierarchy and that there are gender differences with respect to some but not all construct items. Main findings on how Asian boys and girls perceived physics, its implications and recommendations focusing on possible strategies to encourage girls to study physics are discussed.
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  Data: 2020
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  Data: EJ1240178
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Science Instruction
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      – TitleFull: Gender Differences in Attitude towards Science: Methodology for Prioritising Contributing Factors
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