The Effect of Gender on Algebra Achievement: The Meta-Analysis of Trends in International Mathematics and Science Study (TIMSS)

Year 2019, , 617 - 627, 13.12.2019

S. Koza Çiftçi , Pınar Yıldız

https://doi.org/10.16949/turkbilmat.568545

Abstract

In this
meta-analysis study; the effect of gender on algebra achievement was tested in
the context of TIMSS. The study was carried out in two stages: (i) finding out the average effect size
of gender on algebra achievement, and (ii)
determining the moderators that may affect the average effect size. TIMSS 1995,
1999, 2003, 2007, 2011 and 2015 were combined and a sample of 1.202.847 people
was obtained. In the study, the average effect size was calculated using the
differences between means (Cohen d)
based on the random effect model, whereas the significance of the moderator
variables was calculated using Q
statistic. The results of the study showed that gender had a low effect on
achievement. In addition, the national culture, and the year of the study
variables play moderator role regarding the effect of gender on achievement.

Keywords

Gender, algebra, algebra achievement, TIMSS, national culture, human development index

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