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Problem-Solving Attitudes and Gender as Predictors of Academic Achievement in Mathematics and Science for Canadian and Finnish Students in the PISA 2012 Assessment

, , University of Alberta, Canada

Journal of Educational Multimedia and Hypermedia Volume 26, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study aims to understand the predictive role of attitudes towards problem solving, such as perseverance and openness for problem solving, as well as of gender and country for Canadian and Finnish students’ academic achievement in mathematics and science. We examined the data of students from Canada (n = 21,544) and Finland (n = 8,829) who participated in the 2012 Programme for International Student Assessment (PISA). Hierarchical multiple regression analyses revealed that openness for problem solving and perseverance were positively related to mathematics and science scores in PISA 2012. In mathematics, Canadian females were outperformed by Canadian males and by Finnish females and males. In science, females outperformed males and Finnish students outperformed Canadian students. Results imply that interventions on attitudes towards problem solving could reduce the academic achievement gender gap in mathematics and science.

Citation

Cutumisu, M. & Bulut, O. (2017). Problem-Solving Attitudes and Gender as Predictors of Academic Achievement in Mathematics and Science for Canadian and Finnish Students in the PISA 2012 Assessment. Journal of Educational Multimedia and Hypermedia, 26(4), 325-342. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2017 from .