Workbook exercise 3 Essay Example

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    Education
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    High School
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Workbook Exercise 3 4

Workbook Exercise 3

OECD WORKBOOK DATA ANALYSIS

Qs 1. Difference between females and males in science (column D)

The difference between males and females means for sciences is majorly negative in the favor of the boys. It shows that boys generally performed better than the girls in almost all the countries. Turkey has the biggest difference between the means for girls and boys, registering a difference of 12 points. The direction of the gap is not the same in all countries. Out of the 30 entries, 8 have a positive gender gap direction; while 20 have a negative one. In addition, two countries, Australia and United States, registered no gender gap. Each showed a zero (0).

How useful did you find Workbook exercise3?

The OECD workbook was very helpful especially in practicing data management skills and as well in practicing to work with the Microsoft Excel package. Using the exercise, I learnt the following: sorting of data, use of statistical formulae and functions such as averaging, sum, standard deviation and covariance. I also learnt how to analyze data along given instructions or direction. In addition, I also got an experience of role play as an education sector manager in using the analysis to implement changes towards improving education standards.

Overall, in which field of attainment does average student performance appear to differ most by gender? Within this field of attainment, is the direction of the gender gap consistent across all countries?

Student performances differ most by gender in Reading. The difference is at an average of 38 points, all being positive. The highest difference is registered by Greece at 56. Within this field of attainment, the direction of the gender gap is consistent across all countries, all being positive.

Q4 Application as a director of schools in a district

Were each of these countries a school within my district, the gender gap difference exhibited in various subject performances is a course for alarm. In the district, performance in mathematics and science for the girls is poorer than that of the boys. On the contrary, the girls performed better in reading than boys. The alarm is due the fact that this is replicated in the eventual choice of career. According to Eccles (2001) even though women have made great strides in the law, medical, and social science professions, very few can be found in graduate programs or professions in mathematics, computer science, physics, engineering, or information technology jobs. As such, gender inequalities and differences are persistent. To avoid such eventualities, I would develop measures aimed at ensuring that gender gap is minimized for all subjects such as helping each build self-efficacy.

Further analysis of the data revealed a relatively high standard deviation from the mean at 30.92 and 30.11 for males and females respectively in science, 32.45 and 31.61 for males and females respectively in maths, and 29.78 and 28.89 for males and females respectively in Reading. Covariance was highest in Reading.

References

Eccles, J.S, (2007), “Where are all the women? Gender differences in participation in physical science and engineering”, American Psychological Association, pp199-209

Vaus,
D, (2002), Surveys in Social Research, Australia: Allen and Unwin,