"ERIC ED440872: Gender Differences In Mathematics Performance: Walberg's Educational Productivity Model And The NELS:88 Database." - Information and Links:

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"ERIC ED440872: Gender Differences In Mathematics Performance: Walberg's Educational Productivity Model And The NELS:88 Database." and the language of the book is English.


“ERIC ED440872: Gender Differences In Mathematics Performance: Walberg's Educational Productivity Model And The NELS:88 Database.” Metadata:

  • Title: ➤  ERIC ED440872: Gender Differences In Mathematics Performance: Walberg's Educational Productivity Model And The NELS:88 Database.
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  • Language: English

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  • Internet Archive ID: ERIC_ED440872

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While gender differences in mathematics achievement and attitudes overall have been declining during the past two decades, there still exists a disparity in advanced mathematics achievement and upper-level mathematics course-taking patterns that contributes to fewer females than males choosing professions in math, science, and technology fields. This study used a secondary analysis of the National Educational Longitudinal Study of 1988 database (NELS:88) and Walberg's Educational Productivity Model to determine whether the Productivity Factors in the model operated differently for males and females. Productivity Factors from the eighth grade NELS:88 database were used to model the twelfth grade outcomes related to achievement testing, coursework, and attitude toward mathematics. Multiple and logistic regression analyses were run to examine the relationship of the Productivity Factors with the mathematics achievement (testing and coursework) and attitude outcomes. In order to accommodate the complex survey design of the NELS:88 database, the data analysis was done using Sudaan. Findings indicate that a number of the Productivity Factors are significantly related to the achievement and attitude outcomes and appear to operate differently for males and females. Suggestions for further research and implications for parents and educators focus on the significant Productivity Factors which can possibly be modified through intervention or training, i.e., what Walberg calls the "alterable curriculum." These include the motivational factors of expectancy for success, locus of control, and perceived usefulness of mathematics, as well as parental aspirations, classroom environment, peer influences, and television viewing patterns. (Contains 28 references.) (Author/ASK)

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