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平等機會委員會 「廿一世紀 男女學生 的教育」研討會： 學習與性別差異 學校 教育 對男女學生的影響 The Effects of Schooling on Gender Differences

平等機會委員會 「廿一世紀 男女學生 的教育」研討會： 學習與性別差異 學校 教育 對男女學生的影響 The Effects of Schooling on Gender Differences 香港大學 教育學系 黃錦樟、林裕康、何禮明 30/11/2001. Year. Average AAT. s.d. boys. girls. boys. girls. 1998. 87.07. 89.35. 30.4. 29.0. 1996. 86.22. 88.55. 27.6. 25.7. 1994. 82.72. 84.80.

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平等機會委員會 「廿一世紀 男女學生 的教育」研討會： 學習與性別差異 學校 教育 對男女學生的影響 The Effects of Schooling on Gender Differences

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  1. 平等機會委員會 「廿一世紀男女學生的教育」研討會： 學習與性別差異 學校教育對男女學生的影響 The Effects of Schooling on Gender Differences 香港大學 教育學系 黃錦樟、林裕康、何禮明 30/11/2001

  2. Year Average AAT s.d. boys girls boys girls 1998 87.07 89.35 30.4 29.0 1996 86.22 88.55 27.6 25.7 1994 82.72 84.80 32.1 30.5 1978 94.00 92.70 / / Average AAT scores of Boys & Girls in different years

  3. 本研究的特色 • 研究樣本來自全港四百多所，包括男女生、全男生及全女生中學，約四萬五千多學生，牽涉前後達五年長的數據。樣本內的學生在1992年進入中一，1997年中五畢業並參加當年的中學會考，但其中不包括留班生，重讀生和轉校生，因此之故，樣本較偏重成績較優的學生。

  4. 研究的(依靠變項)為學生的中學會考成績，以英文試卷成績 + 五科成績最好的計算(English + best five subjects)，會考總成績以標準分(standardized score)表示。五年前的學生成績取學生小六升中一的學能測驗(SSPA scores)。 自變量包括： -學生性別 -學校類別 (全男校、女校或男女同校)及 - 學生文理組別 (理科或文商科)

  5. 統計方法 • 描繪性統計： 男女學生學能測驗及中學會考成績平均分表 • 多層次回歸分析 (Multilevel RegressionModel) 多層次回歸分析排除了男女生在學能測驗成績分數的差異，然後比較他們的中學會考成績。

  6. 多層次回歸方程式 HKCEE = b0 + b1.SSPA + b2.intake + b3.gender + b4.science + b5.coed + interaction terms + u0 + ε • 上列方程式裡，學校的增值 (u0) 為一隨機系數(隨學校的不同而改變)。

  7. 結果

  8. Table I. Results of SSPA (1992) and HKCEE (1997) subject scores 1P90% is the percentage of students with their scores in the top 10 percentages of the total population 2 Mean (or P90%) difference is the difference in mean scores (or P90%) between boys and girls 3 Effect size is expressed as the mean (or P90%) difference divided by the pooled standard deviation

  9. Table 2 Adjusted mean HKCEE subject scores 1 and differences by school type and by track 1 Mean HKCEE scores were adjusted for student SSPA and school intake (multilevel modeling). 2 School effect difference is the difference in adjusted means between single-sexed schools and co-educational schools for the corresponding sex and track.

  10. Table 3 Results of multilevel analysis of HKCEE subject scores ______________________________________________ • Significant estimate with p-value < 0.051 SSPA estimate 10-2 and S.E. 10-3 • 2 Intake estimate 10-2 and S.E. 10-33 Gender is coded 1 for boys and 0 for girls • 4 Science is coded as 1 for science track and 0 for non-science track • 5 Coed is coded as 1 for co-educational school and 0 for single-sex school

  11. Gender differences in higher education programs

  12. Table A Student Intakes of UGC‑funded Undergraduate Programs 1995 & 2000 (1)

  13. Table B Student Intakes of UGC‑funded Undergraduate Programs 1995 & 2000 (2)

  14. Table C Gender Differences of HKU first year students (F/T) since 1990 (1)

  15. Table D Gender Differences of HKU first year students (F/T) since 1990 (2)

  16. Table E Results of Graduates of HKU in 1991, 1995 & 2000

  17. 問題 • 這是否是個無可避免的歷史必然發展? 隨著普及學育的推擴，女孩子進入學校就讀，機會自然增加。問題是為什麼她們不只是與男孩子平分春色，而似乎是步步超越? • 是否測試方法有偏差，對男孩子造成不公平? • 是否目前(工業社會)的學校教育模式和價值取向更為適合女生? 例如學校教育非常倚重學生的語文能力，著重智識獲取而非智識創造。

  18. 謝謝!

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