Gender Gaps in Mathematics Achievement in TIMSS 2015: Evidence from Grade 9 South African Learners

IF 0.7 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

African Journal of Research in Mathematics Science and Technology Education Pub Date : 2023-05-04 DOI:10.1080/18117295.2023.2257968

Doras Sibanda, Jaqueline Naidoo

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Abstract

AbstractGlobally girls’ performance in mathematics has improved over the years as measured by TIMSS results. Inconsistency in mathematics performance of boys and girls is still an area of great concern. This study examines the relationship between mathematics achievement and gender of South African Grade 9 learners from TIMSS 2015 data. The data were further analysed to highlight any statistical relationships between gender and mathematics achievement using SPSS version 27. The results show that gender differences did not impact the overall learner achievement in most of the questions in the four content domains: algebra, data and chance, geometry, and numbers. However, the findings indicate that girls performed better in the questions that show a statistically significant gender difference. Yet, the findings show that boys tended to perform better than girls on questions that require reasoning compared with knowing and applying. The study highlighted that statistically significant gender differences varied by content and cognitive domains. Further research is needed to determine the reasons for these variations.Keywords: Mathematics achievementmathematics performancegenderTIMSS 2015variability AcknowledgementThis study is based on data contained in TIMSS 2015, conducted as part of the Education and Skills Development Research Programme at the Human Sciences Research Council.Disclosure StatementNo potential conflict of interest was reported by the author(s).

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TIMSS 2015中数学成绩的性别差距:来自南非九年级学习者的证据

摘要根据TIMSS的结果，全球女孩的数学成绩近年来有所提高。男孩和女孩数学成绩的不一致仍然是一个非常令人关注的领域。本研究利用TIMSS 2015数据，考察了南非九年级学生数学成绩与性别的关系。使用SPSS第27版对数据进行进一步分析，以突出性别与数学成绩之间的统计关系。结果表明，在代数、数据和机会、几何和数字四个内容领域的大多数问题上，性别差异对学习者的整体成绩没有影响。然而，研究结果表明，女孩在统计上有显著性别差异的问题中表现得更好。然而，研究结果显示，在需要推理而不是知道和应用的问题上，男孩往往比女孩表现得更好。该研究强调，统计上显著的性别差异因内容和认知领域而异。需要进一步的研究来确定这些差异的原因。本研究基于TIMSS 2015中的数据，作为人文科学研究委员会教育和技能发展研究计划的一部分进行。披露声明作者未报告潜在的利益冲突。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

African Journal of Research in Mathematics Science and Technology Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

2.00

自引率

11.10%

发文量

期刊介绍： The editorial policy of'' the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) is to disseminate, as widely as possible, high quality research findings and well written articles on Curriculum Studies; Teacher Education; Education for Development; Mathematics Education; Science Education; Design & Technology Education and Computer Education. Articles that promote the understanding of curricular policy and diverse socio-cultural issues and those which stimulate epistemological and methodological debates are welcome. The editorial board welcomes articles that will contribute to the overall development of science, mathematics, technology and environmental education in Africa.