Papers by Sayuri Takahira
Study (TIMSS) is the largest, most comprehensive, and rigorous international study of schools and... more Study (TIMSS) is the largest, most comprehensive, and rigorous international study of schools and student achievement ever conducted. This report compares the general mathematics and science knowledge of students in the United States in their last year of secondary school with that of students in 20 other countries, as well as the achievement of students taking physics and advanced mathematics courses with those in 15 other countries. Chapter 1 presents information about TIMSS. Chapter 2 draws from the results of all student assessments to describe how U.S. students performed in mathematics and science, whereas Chapter 3 focuses on the achievement of advanced students. Chapter 4 analyzes the context of learning in those countries included in the study. More detailed statistical data are presented in seven appendices. Contains 16 references. (ASK)
Cortex, 2006
Two meta-analyses (Linn and Petersen, 1985; Voyer et al., 1995) discuss variables that affect men... more Two meta-analyses (Linn and Petersen, 1985; Voyer et al., 1995) discuss variables that affect mental rotation performance but they do not mention a potentially important variable, the Academic Program in which students are enrolled. Sex differences in brain size have been related to sex differences in spatial performance (e.g., Falk et al., 1999) and thus it is important to know whether mental rotation performance shows a significant interaction between Sex and Academic Program. To put our understanding of the Academic Program effect on a firmer empirical footing, we conducted a large scale multicultural study, with samples from Canada, Germany and Japan, using identical test procedures in all studies. Significant main effects for Sex and Academic Program were found in all four studies, with large effect sizes for Sex and medium to large effect sizes for Academic Program (based on Cohen's d). No significant interactions between these variables were found in the four samples. Our demonstration of a reliable Academic Program effect has clear and important pragmatic implications for a broad range of work on spatial ability and its interpretation.
Contemporary Educational Psychology, 1994
Journal of Engineering Education, Jul 1, 1998
Nihon Shinri Gakkai Taikai happyo ronbunshu, Sep 8, 2020
Proceedings of the Annual Meeting of Japan Society for Science, 1996
The Proceedings of the Annual Convention of the Japanese Psychological Association, 2020
Study (TIMSS) is the largest, most comprehensive, and rigorous international study of schools and... more Study (TIMSS) is the largest, most comprehensive, and rigorous international study of schools and student achievement ever conducted. This report compares the general mathematics and science knowledge of students in the United States in their last year of secondary school with that of students in 20 other countries, as well as the achievement of students taking physics and advanced mathematics courses with those in 15 other countries. Chapter 1 presents information about TIMSS. Chapter 2 draws from the results of all student assessments to describe how U.S. students performed in mathematics and science, whereas Chapter 3 focuses on the achievement of advanced students. Chapter 4 analyzes the context of learning in those countries included in the study. More detailed statistical data are presented in seven appendices. Contains 16 references. (ASK)
AUTHOR Nakazawa, Chie; Takahira, Sayuri; Muramatsu, Yasuko; Kawano, Ginko; Fujiwara, Chika; Takah... more AUTHOR Nakazawa, Chie; Takahira, Sayuri; Muramatsu, Yasuko; Kawano, Ginko; Fujiwara, Chika; Takahashi, Michiko; Ikegami, Toru TITLE Gender Differences in Science Learning of Japanese Junior High School Students: A Two Year Study. PUB DATE 2001-04-12 NOTE 10p.; Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Academic Achievement; Females; Foreign Countries; Junior High Schools; Males; Science Education; *Sex Differences; *Student Attitudes IDENTIFIERS Japan; Third International Mathematics and Science Study
Cortex; a journal devoted to the study of the nervous system and behavior, 2006
Two meta-analyses (Linn and Petersen, 1985; Voyer et al., 1995) discuss variables that affect men... more Two meta-analyses (Linn and Petersen, 1985; Voyer et al., 1995) discuss variables that affect mental rotation performance but they do not mention a potentially important variable, the Academic Program in which students are enrolled. Sex differences in brain size have been related to sex differences in spatial performance (e.g., Falk et al., 1999) and thus it is important to know whether mental rotation performance shows a significant interaction between Sex and Academic Program. To put our understanding of the Academic Program effect on a firmer empirical footing, we conducted a large scale multicultural study, with samples from Canada, Germany and Japan, using identical test procedures in all studies. Significant main effects for Sex and Academic Program were found in all four studies, with large effect sizes for Sex and medium to large effect sizes for Academic Program (based on Cohen's d). No significant interactions between these variables were found in the four samples. Our...
Developmental Psychology, Aug 31, 1993
This study used a cognitive process approach to explain gender differences on the math subtest of... more This study used a cognitive process approach to explain gender differences on the math subtest of the Scholastic Aptitude Test (SAT). This approach specifies that gender differences exist because male students may carry out certain cognitive operations (e.g., knowledge access, strategy assembly) more effectively than female students. High school students were given SAT items and measures of their prior knowledge and strategies. Results showed that male students performed better than female students on the SAT items. Regression analyses, however, showed that whereas prior knowledge and strategies explained nearly 50% of the variance in SAT scores, gender explained no unique variance. These findings suggest that it is not one's gender that matters as much as one's prior knowledge and strategies.
Journal of Engineering Education, 1998
In the present article, we conducted an exploratory study of student persistence and performance ... more In the present article, we conducted an exploratory study of student persistence and performance in a key course in the engineering sequence (i.e., Statics). At issue was whether certain characteristics of students (i.e., their gender, SAT-math scores, GPA) and institutions (i.e., class size, percentage of female enrollment, gender of instructor) would be associated with higher levels of persistence and performance. Students from 48 sections of Statics from 17 institutions were included in the study (N = 4,993 males and 1,123 females). Within-gender analyses showed that the primary factors associated with persistence were GPAs and SAT-math scores. Between-gender analyses revealed that the size and direction of the gender gap in persistence varied across institutions. Factors associated with these variations included the selectivity of the institution and the relative level of female persistence.
Developmental Psychology, 1993
This study used a cognitive process approach to explain gender differences on the math subtest of... more This study used a cognitive process approach to explain gender differences on the math subtest of the Scholastic Aptitude Test (SAT). This approach specifies that gender differences exist because male students may carry out certain cognitive operations (e.g., knowledge access, strategy assembly) more effectively than female students. High school students were given SAT items and measures of their prior knowledge and strategies. Results showed that male students performed better than female students on the SAT items. Regression analyses, however, showed that whereas prior knowledge and strategies explained nearly 50% of the variance in SAT scores, gender explained no unique variance. These findings suggest that it is not one's gender that matters as much as one's prior knowledge and strategies.
Contemporary Educational Psychology, 1994
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Papers by Sayuri Takahira