Gender Gap in Science Achievement for Jordanian Students in PISA2015
APA 6th edition
Ababneh, E.G., & Samad, M.M..A. (2018). Gender Gap in Science Achievement for Jordanian Students in PISA2015. European Journal of Educational Research, 7(4), 963-972. doi:10.12973/eu-jer.7.4.963
Ababneh E.G., and Samad M.M..A. 2018 'Gender Gap in Science Achievement for Jordanian Students in PISA2015', European Journal of Educational Research , vol. 7, no. 4, pp. 963-972. Available from: https://dx.doi.org/10.12973/eu-jer.7.4.963
Chicago 16th edition
Ababneh, Emad G. and Samad, Manal M. Abdel . "Gender Gap in Science Achievement for Jordanian Students in PISA2015". (2018)European Journal of Educational Research 7, no. 4(2018): 963-972. doi:10.12973/eu-jer.7.4.963
The gender gap in achievement is one of the main challenges that face the educational system in Jordan. Since 1989, educational reform plans have attempted to reduce gender gap in achievement. However, the gender gap in science achievement according to PISA 2015 was higher than that of other participating countries. This study aimed to show the trends, and determine the factors associated with the gender gap in science achievement. The data were obtained from 7267 students, who participated in PISA 2015. Descriptive statistics and multiple regression methods were used, for which the results showed that the gap became wider with the same direction since 2006. In addition to that, the study findings suggested that environmental awareness, and sense of belonging to school are the most important factors associated with gender gap among other personal factors.
Keywords: Gender gap, PISA 2015, science achievement, test, explained variance.
Ababneh, E., Abulebdeh, K., & Tweissi, A. (2017). National report on the Program for International Students Assessment (PISA2012). Unpublished Report. National Center for Human Resources Development (NCHRD).
Abulebdeh, K., Tweissi, A., & Ababneh, E. (2017). National report on Trends in International Mathematics and Science Study (TIMSS 2015). Unpublished Report. National Center for Human Resources Development (NCHRD).
Akyuz, G. (2014). The effects of student and school factors on mathematics achievement in TIMSS 2011. Education and Science. 39(172), (150-162).
Camminatiello, I., Paletta, A., & Speziale, M. T. ( 2012). The effect of school-based management and standards-based accountability on student achievement: evidence from PISA2006. Electronic Journal of Applied Statistical Analysis, 5(3), 381-386.
Chang, Y. (2008). Gender differences in science achievement, science, self –concept, and science values. In proceedings of the IRC-2008, Chinese Taipei, September 16-20, 2008. Retrieved from http://www.iea.nl/irc2008_timss.html.
Department of Statistics (DOS). (2017). Jordan in numbers. Published Bulletin. Retrieved from www.dos.gov.jo.
Espinosa, L. M. (2005). Curriculum and assessment consideration for young children of cultural, linguistic, and economically diverse background. Psychology in the Schools, 42(8), 837-853.
Fergusson, D., & Harwood, L. (1997). Gender differences in educational achievement in a New Zealand Birth cohort. New Zeeland Journal of Educational Studies, 32(1), 83-96.
Galdas, S., & Bankston., C. (1997). The effect of school population socioeconomic status on individual students’ academic achievement .The Journal of Educational Research, 90(5), 269-277.
Hammer, B. (2003). ETS identifies affecting student achievement .Black issues in higher education - Washington update. Retrieved from https://search.proquest.com/openview/f5d2b06234ca4df81710f396d841ddbe/1?pq-origsite=gscholar&cbl=27805.
Ministry of Education. (2018). Educational Strategic Plan (ESP) for (2018-2022). Retrieved from http://www.moe.gov.jo/ar/node/21815
IEA. ( 2017) . IDB analyzer (version 4) . Retrieved from https://www.iea.nl/data.
Mohammadpour, I., Shekarchizaedeh, A., & Kalantarrashidi, S.A. (2015). Multilevel modelling of science achievement in the TIMSS participating countries. The Journal of Educational Research, 108(6), 449-464.
OECD. (2016). PISA2015 results (Volume 1): excellence and equity in education, PISA, OECD Publication, Paris. doi:10.1787/978926426649-en
Quintano, C., Castellano, R., & Longobardi, S. (2012). Advanced statistical methods for the analysis of large datasets. Springer, Heidelberg Dordrecht, London, New York.
Rivkin, S., Hanushek, E., & Kain, J.(2005). Teachers, schools, and academic achievement. Journal of the Econometric Society, 73(2), 417-458.
Roman, A., & Goiricelaya, S. (2012).Gender gaps in PISA test scores: the impact of social norms and the mother’s transmission of role attitudes .Discussion paper No.6338. Retrieved from http://ftp.iza.org/dp6338.pdf.
Sahranavard, M., & Hassan, S.A. (2012). The relationship between self-concept self –efficacy, self-esteem, anxiety and science performance among Iranian students. Middle –East Journal of Scientific Research, 12(9), 1190-1196.
Sirin, R. (2005). Socioeconomic status and academic achievement: a meta-analytic review of research. Review of Educational Research, 75 (3), 417-453.
Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19 (1), 80-90.
Swinton, J. Thomas, S., Benjamin, W., & Howard, C. (2010). Does in-service professional learn for high economics teachers improve students achievement?. Education Economics, 18(4), 395-405.
UNESCO. (2016). Sustainable Development Goal 4 and It Is Targets. Available at: https://en.unesco.org/education2030-sdg4/targets.
Yip, D.Y., Chiu, M.M, & Ho, E. (2004). Hong Kong students achievement in OECD – PISA study: gender differences in science content, literacy skills, and test formats. International Journal of Science and Mathematics Education, 2 (1), 91-106. doi:10.1023/B:IJMA.0000026537.85199.36