Gender Difference in Mathematics Achievement of Total, Low-, and High-Achieving Students: Evidence from East Asian Countries’ TIMSS 2015 Mathematics Achievement
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Gender difference in mathematics achievement has been one of the most controversial issues in the academic area of mathematics over the last few decades. Recent studies suggested that the gender gap tends to decrease over the years, but the difference is much more apparent in higher mathematical ability levels. This paper examined on the gender gap in TIMSS 2015 mathematics achievement of total, low-, and high-achieving students using mutlilevel modeling. Also, this study focused on the gender gap in East Asian countries which outperformed in TIMSS 2015. The results suggest that the gender gap can vary depending on the level of mathematics achievement. For total students, the gender gap was detected in all of the countries except Hong Kong SAR. For low-achieving students, the gender difference was significant in Chinese Taipei, Hong Kong SAR, and Singapore. For high-achieving students, the gender gap was not present in all countries, which suggests that the gender gap in these countries differs from that of the Western area. This study showed that the gender gap in mathematics achievement of East Asian countries could be different according to mathematical ability. Also, this study demonstrated the impact of controlling influential variables on mathematics achievement in studying gender differences by suggesting that the results of the simple comparison of the mean achievement scores were different from the results obtained from the multilevel model controlling important variables on mathematics achievement.
Abstract
Gender difference in mathematics achievement has been one of the most controversial issues in the academic area of mathematics over the last few decades. Recent studies suggested that the gender gap tends to decrease over the years, but the difference is much more apparent in higher mathematical ability levels. This paper examined on the gender gap in TIMSS 2015 mathematics achievement of total, low-, and high-achieving students using mutlilevel modeling. Also, this study focused on the gender gap in East Asian countries which outperformed in TIMSS 2015. The results suggest that the gender gap can vary depending on the level of mathematics achievement. For total students, the gender gap was detected in all of the countries except Hong Kong SAR. For low-achieving students, the gender difference was significant in Chinese Taipei, Hong Kong SAR, and Singapore. For high-achieving students, the gender gap was not present in all countries, which suggests that the gender gap in these countries differs from that of the Western area. This study showed that the gender gap in mathematics achievement of East Asian countries could be different according to mathematical ability. Also, this study demonstrated the impact of controlling influential variables on mathematics achievement in studying gender differences by suggesting that the results of the simple comparison of the mean achievement scores were different from the results obtained from the multilevel model controlling important variables on mathematics achievement.
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