Sex differences in English learning in junior secondary school in Hong Kong

Sex differences in English learning in junior secondary school in Hong Kong

• Fung, Kam Yin

2006

• A 人的成長與發展
  • AJ 性別差異、兩性教育差異、教育中的性別偏見
• G 課程與教學:個別教學範疇
  • GB 英文

Language Arts Bilingual Education Multicultural Education Educational Psychology Secondary Education

• Hong Kong

• 1997.7 onwards

• 中學教育

Girls out-performed boys in reading at the age of 15 in all 43 countries included in a credible study by the Organization for Economic Cooperation and Development (OECD) and UNESCO. Male underachievement generally alarms educators. In Hong Kong, proficiency in English language more or less assures a better future, higher academic path and job security. Is there any sex difference in English language achievement in secondary three? If so, what are the factors and causes in the learning process responsible for this difference?
The present study aims at exploring the sex differences in English learning achievement, and in the learning process parameters in secondary 3. Gardner's socio-educational model serves as the theoretical model for multi-causal path analysis. The English learning achievement is related to motivation and then to learning orientations. According to local researches about English learning, Instrumental Orientation is added to Gardner's model for multi-group comparison.
Female students are found to have much higher English achievement and most of the learning process parameters, including Formal Motivation Intensity, opinion on MOI (medium of instruction) in English lessons, attitude of interest, attitude of essential, attitude towards bilingualism, motivation for learning English, Instrumental Orientation and Communicative Orientation.
In the causal relations between English achievement and learning process parameters, female and male students show significant differences. The causal path from Motivation to S3 English Achievement is 0.43 (t-value = 34.52) in females and 0.37 (t-value = 28.65) in males. It means when controlling Motivation, females can have higher achievement in S3 English. The causal path from Instrumental Orientation to Motivation is 0.67 (t-value=31.80) in females and 0.79 (t-value=29.33) in males. The causal path from Communicative Orientation to Motivation is 0.40 (t-value=20.32) in females and 0.27 (t-value=10.72) in males. It also means that when controlling Instrumental Orientation, male students can have higher Motivation of learning English. If Communicative Orientation is controlled, female students can have higher Motivation of learning English. The total effect from Instrumental Orientation to S3 English achievement is 0.13 (t-value=11.69) in females and 0.05 (t-value=4.24) in males. Total effect from Communicative Orientation to S3 English achievement is 0.08 (t-value=9.68) in females, and 0.02 (t-value=3.87) in males.
In accordance with the above findings, it is suggested that more effort should be put to stimulate boys to establish their learning goals, to arouse their interest and develop positive attitudes towards learning English; to activate their intrinsic motivation for learning English. Interventions at policy level are needed.

DEd

Chinese University of Hong Kong

Hong Kong

Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3277

• 英文

博碩士論文

• 9780549177678

https://bibliography.lib.eduhk.hk/tc/bibs/dd7f522b

2010-12-16