- Summary
- Introduction
- Acknowledgements
- Indicators Part I: Population and School Enrollment
- Indicators Part II: Academic Performance
- Indicators Part III: Contexts for Learning
- Indicator 15: Gender Differences in Students' Attitudes Toward Reading
- Indicator 16: Gender Differences in Students' Attitudes Toward Mathematics
- Indicator 17: Gender Differences in Students' Attitudes Toward Science
- Indicator 18: Fourth-Grade Teachers' Strategies for Assisting Students Having Difficulty Reading
- Indicator 19: Teacher Collaboration in Mathematics Instruction
- Indicator 20: Teacher Professional Development in Mathematics
- Indicator 21: Teacher Professional Development in Science
- Indicator 22: Fourth-Grade Reading Teachers' Career Satisfaction
- Indicators Part IV: Expenditure for Education
- Indicators Part V: Education Returns: Educational Attainment and Income
- List of Tables
- List of Exhibit and Figures
- References
- Appendix A: The Education Systems of the G-20 Countries
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Indicator 17: Gender Differences in Students' Attitudes Toward Science
G-20 Countries Included: Australia, Germany, Italy, Japan, Republic of Korea, Russian Federation, Saudi Arabia, Turkey, United Kingdom (England and Northern Ireland), United States
In fourth grade, 5 of the 11 participating G-20 countries (including the United States) showed no gender differences in the percentage of students who liked learning science. In eighth grade, higher percentages of males than females liked learning science in all participating G-20 countries except Turkey and Saudi Arabia.
This indicator examines differences between the percentages of males and females across the participating G-20 countries who reported they liked learning science. It is based on an index, Like Learning Science, formed using data from the TIMSS 2011 student questionnaire. The index placed students into one of three categories (like learning science, somewhat like learning science, and do not like learning science) based on whether they agreed a lot, agreed a little, disagreed a little, or disagreed a lot with the statements presented in "Definitions and Methodology" below. This indicator presents data only for students in the highest category: like learning science.
At the fourth-grade level, there were differences between the percentage of males and females who liked learning science in 6 of the 11 participating G-20 countries (figure 17-1). In Japan, the Republic of Korea, and the United Kingdom (England), higher percentages of males than females liked learning science, with differences ranging from 6 percentage points in the Republic of Korea to 12 percentage points in Japan. In the Russian Federation, Saudi Arabia, and Turkey, higher percentages of females than males liked learning science, with differences ranging from 7 percentage points in the Russian Federation to 22 percentage points in Saudi Arabia. In the United States, there was no measurable difference at the fourth-grade level between the percentages of males and females who liked learning science.
Fifty-seven percent of fourth-grade males in the United States liked learning science, which was lower than the percentage in Turkey and higher than the percentages in Italy, the Republic of Korea, Saudi Arabia, and the United Kingdom (England and Northern Ireland). Among females, there were more differences between countries in the degree to which fourth-grade students' liked learning science. The percentage of U.S. fourth-grade females who liked learning science (55 percent) was higher than the percentages in Japan, the Republic of Korea, and the United Kingdom (England and Northern Ireland) and lower than the percentages in the Russian Federation, Saudi Arabia, and Turkey.
At the eighth-grade level, higher percentages of males than females liked learning science in all eight countries with data except Turkey (in which more females liked learning science) and Saudi Arabia (in where there were no gender differences) (figure 17-2). The largest difference between males and females was 12 percentage points, in Japan. In the United States, 33 percent of males liked learning science, compared to 25 percent of females.
Compared to other countries, the percentage of eighth-grade males in the United States who liked learning science was lower than the percentages in Saudi Arabia, Turkey, and the United Kingdom (England), and higher than the percentages in Italy, Japan, and the Republic of Korea. A lower percentage of females in the United States than in Saudi Arabia and Turkey liked learning science, and a higher percentage of females in the United States than in Australia, Italy, Japan and the Republic of Korea did so.
Definitions and Methodologie
This indicator is based on an index formed using data from the TIMSS 2011 student questionnaire. The questionnaire obtained information about students' home and school lives, including basic demographic information, as well as information about students' home environment, school climate for learning, and self-perception and attitudes toward mathematics and science.
The Students Like Learning Science index measures how much students like learning science. The index placed students into one of three categories (like learning science, somewhat like learning science, and do not like learning science) based on whether they agreed a lot, agreed a little, disagreed a little, or disagreed a lot with the following five statements: I enjoy learning science; I wish I did not have to study science; science is boring; I learn many interesting things in science; and I like science.
In TIMSS 2011 at the fourth grade, countries were required to sample students in the grade that corresponded to the end of 4 years of formal schooling, providing that the mean age at the time of testing was at least 9.5 years. In TIMSS 2011 at the eighth grade, countries were required to sample students in the grade that corresponded to the end of 8 years of formal schooling, providing that the mean age at the time of testing was at least 13.5 years. As defined by TIMSS, the first year of formal schooling begins with the first year of primary school (ISCED97 level 1), which should mark the beginning of formal instruction in reading, writing, and mathematics. (Note that kindergarten is not counted.) For most countries, the target grades were fourth and eighth grades or their national equivalents.