Gender differentials in mathematical achievement: Insights from a multilevel analysis of high-stakes examination results

The gender similarities hypothesis states that males and females are similar on most, but not all, psychological variables. The current study involved multilevel analysis of high-stakes (GCSE) examination results taken by students in Northern Ireland during summer 2016 to investigate gender differentials in mathematical achievement. Evidence was found to support the gender similarities hypothesis with respect to both overall mathematical attainment and domain-specific attainment. Similar conclusions were drawn from the current study as have been reported in studies into gender differentials using data from low-stakes international large-scale assessments (such as PISA and TIMSS) in Northern Ireland. This suggests that previously-expressed concerns in the literature about the viability of using data derived from low-stakes international comparative assessments to accurately assess gender differentials in achievement may be unfounded. The methodology employed in the study offered insights into mechanisms for promoting greater gender equity in mathematical achievement, and may have potential applications for other jurisdictions with an interest in this area.