Gender difference on spatial visualization by college students' major types as STEM and non-STEM: a meta-analysis

被引：6
|
作者：
Lee, Yujin [1 ]
Capraro, Robert M. [1 ,2 ]
Bicer, Ali [3 ]
机构：
[1] Texas A&M Univ, Dept Teaching Learning & Culture, College Stn, TX USA
[2] Texas A&M Univ, Aggie STEM, College Stn, TX USA
[3] Univ Wyoming, Coll Educ, Laramie, WY 82071 USA
来源：
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY | 2019年 / 50卷 / 08期
关键词：
Meta-analysis; gender difference; spatial visualization; science; technology; engineering; and mathematics (STEM) majors; non-STEM majors; SEX-DIFFERENCES; ACHIEVEMENT; ABILITY; THINKING; IMPROVE;
D O I：
10.1080/0020739X.2019.1640398
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Gender difference on spatial visualization has been considered an important factor that impacts the gender gap in academic performance in STEM-related disciplines. The purpose of this meta-analysis was to examine the gender difference on spatial visualization between STEM and non-STEM undergraduate majors. Twenty effect sizes representing STEM majors' spatial ability and 14 effect sizes representing non-STEM majors' spatial ability were included in the present meta-analysis. Results indicated that the overall effect size equalled 0.613 (95% CI = [0.444, 0.782]) in STEM and 0.481 (95% CI = [0.359, 0.604]) in non-STEM. These findings showed that the gender differences on spatial visualization were statistically significant in both STEM and non-STEM majors. The gender difference on spatial visualization in STEM was larger than the gender difference on spatial visualization in non-STEM. In addition, male students' spatial visualization ability was higher than female students' spatial visualization in both STEM and non-STEM majors.
引用
收藏
页码：1241 / 1255
页数：15
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