Examining Gender Differences in TIMSS 2019 Using a Multiple-Group Hierarchical Speed-Accuracy-Revisits Model

IF 2.7 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Dihao Leng, Ummugul Bezirhan, Lale Khorramdel, Bethany Fishbein, Matthias von Davier
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Abstract

This study capitalizes on response and process data from the computer-based TIMSS 2019 Problem Solving and Inquiry tasks to investigate gender differences in test-taking behaviors and their association with mathematics achievement at the eighth grade. Specifically, a recently proposed hierarchical speed-accuracy-revisits (SAR) model was adapted to multiple country-by-gender groups to examine the extent to which mathematics ability, response speed, revisit propensity, and the relationship among them differ between boys and girls. Results across 10 countries showed that boys responded to items faster on average than girls, and there was greater variation in boys’ response speed across students. A mixture distribution of revisit propensity was found for all country-by-gender groups. Both genders had moderate to strong negative correlations between mathematics ability and response speed, supporting the speed-accuracy tradeoff pattern reported in the literature. Results are discussed in the context of low-stakes assessments and in relation to the utility of the multiple-group SAR model.

Abstract Image

使用多组分层速度-准确性-重访模型研究 2019 年 TIMSS 考试中的性别差异
本研究利用基于计算机的 TIMSS 2019 年 "问题解决与探究 "任务中的反应和过程数据,研究八年级学生在考试行为方面的性别差异及其与数学成绩之间的关联。具体来说,我们将最近提出的分层速度-测准-重访(SAR)模型应用于多个国家的不同性别群体,以研究男生和女生在数学能力、反应速度、重访倾向以及它们之间的关系方面的差异程度。10 个国家的研究结果表明,男生对题目的平均反应速度比女生快,而且男生的反应速度在不同学生之间的差异更大。在所有国家和性别组中,重访倾向呈混合分布。男女生的数学能力与反应速度之间都存在中度到高度的负相关,这支持了文献中报道的速度-准确性权衡模式。本研究结合低分值评估以及多组 SAR 模型的实用性对结果进行了讨论。
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
CiteScore
3.90
自引率
15.00%
发文量
47
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