Gender Differences in Mathematics Achievement in Jordan: A Differential Item Functioning Analysis of the 2015 TIMSS

Autor/inn/en	Innabi, Hanan; Dodeen, Hamzeh
Titel	Gender Differences in Mathematics Achievement in Jordan: A Differential Item Functioning Analysis of the 2015 TIMSS
Quelle	In: School Science and Mathematics, 118 (2018) 3-4, S.127-137 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12269
Schlagwörter	Foreign Countries; Achievement Tests; Elementary Secondary Education; Mathematics Tests; Mathematics Achievement; International Assessment; Sustainable Development; Equal Education; Educational Quality; Grade 8; Gender Differences; Test Bias; Jordan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Nachhaltige Entwicklung; Quality of education; Bildungsqualität; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterkonflikt; Testkritik
Abstract	This study is within the framework of the United Nations sustainable development goals related to equitable quality education. The total score on the 2015 Trends in International Mathematics and Science Study that indicated eighth-grade girls in Jordan significantly outperformed boys is hiding many details related to the quality of mathematics learning that reflect a gender gap. Data were analyzed using the Mantel-Haenszel differential item functioning analysis procedure to investigate test items that favored either boys or girls. The results showed that boys were more likely than girls to correctly answer the more difficult, unfamiliar, life-related mathematical problems. In contrast, girls were more likely than boys to correctly answer the familiar, less difficult, and not life-related problems. Some recommendations were suggested to diminish this gender gap that goes each way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01