Urbanization effect on students' achievement, liking, and extra lesson taking of science and Mathematics in Japan : Analysis of the TIMSS database

概要

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The Japanese 8th grader's data from the Third International Mathematics and Science Study (TIMSS) were analyzed to test the significance of urbanization effects on students' achievements, liking, and extra lesson taking of science and mathematics in Japan. Public school data were classified into one of low-, medium-or high-urbanized situations based on the community size. Urbanization effect was operationally defined as the statistically increasing or decreasing tendency in the mean scores of a variable corresponding to the urbanized situation. The results showed that the urbanized situation does not directly relate to the achievement of and the liking for science and mathematics, but relate to extra lesson taking. Student's likes or dislikes for science and mathematics had a strong relationship with their achievements. Relationship of students' achievements and their extra lesson taking was not apparent. Regardless of the urbanized situations, helping students develop a liking for science and mathematics and facilitating their autonomy for learning should be emphasized.
日本教科教育学会の論文