중학생 쓰기 수행의 성별 차이 연구
The Analysis of Gender Differences on Writing Performance of Middle School Students
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The aim of this research is to analyse about gender differences on writing performance of middle school students. Especially, it is focused on cognitive factors in informational text writing performance and examined these factors. To find the difference correctly, we divided these factors with content, organization, expression, word choice, form and convention, then research gender differences in each factors. Rather, we analysed middle school students' gender difference as level of writing competence in informational text writing performance. The results are following. First, female's mean score was higher than the male's in middle school students' informational writing, there was statistically significant difference in these groups. Second, the gender difference in information writing performance showed variable effect as upper, middle, bottom level group. The difference gap effect in all group showed middle, bottom, upper group orderly. Third, in the all cognitive factor, not word choice, female got higher mean scores than male's, that difference was statistically significant.
Abstract
The aim of this research is to analyse about gender differences on writing performance of middle school students. Especially, it is focused on cognitive factors in informational text writing performance and examined these factors. To find the difference correctly, we divided these factors with content, organization, expression, word choice, form and convention, then research gender differences in each factors. Rather, we analysed middle school students' gender difference as level of writing competence in informational text writing performance. The results are following. First, female's mean score was higher than the male's in middle school students' informational writing, there was statistically significant difference in these groups. Second, the gender difference in information writing performance showed variable effect as upper, middle, bottom level group. The difference gap effect in all group showed middle, bottom, upper group orderly. Third, in the all cognitive factor, not word choice, female got higher mean scores than male's, that difference was statistically significant.
참고문헌 (25)
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