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

Research output: Contribution to conferencePaperpeer-review

Abstract

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.
Original languageEnglish
Publication statusPublished - 09 Nov 2019
EventBritish Society for Research into Learning Mathematics Autumn 2019 Conference - Queen's University Belfast, Belfast, United Kingdom
Duration: 09 Nov 201909 Nov 2019

Conference

ConferenceBritish Society for Research into Learning Mathematics Autumn 2019 Conference
CountryUnited Kingdom
CityBelfast
Period09/11/201909/11/2019

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