Do Boys and Girls Interpret Mathematics Test Items Similarly? Insights from Rasch Model Analysis
Main Article Content
Abstract
The difference between boys and girls in mathematics achievement have long been a concern among educators. Various factors are associated with this issue, and the present study will discuss one of the factors – namely, the extent to which both groups of boys and girls can interpret mathematics item similarly. Data was collected from 158 Form 1 students (boy = 76, girl = 82) in a secondary school in Perak. A 43-item partial credit test was developed to gather information from the students. Rasch model analysis was employed for the following purposes: (1) to examine the quality of the items, and (2) to provide empirical evidence whether both groups interpret the test items similarly. Results showed that all items satisfactorily met the model’s expectations. Meanwhile, based on the differential item functioning (DIF) statistics, we found that five items differed significantly, with three items favoured the boys while two items favoured the girls. We also discussed the implication of the study, particularly towards the teaching and learning of mathematics in the classroom. The findings provide empirical evidence about whether boys and girls interpret the test items similarly. This finding suggests that teachers should seriously consider the difference between boys and girls in mathematics achievement when designing their teaching and learning strategies in the classroom.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abedalaziz, N. (2010). A gender-related differential item functioning of mathematics test items. The International Journal of Educational and Psychological Assessment, 5, 101–116.
Ameer, I. S., & Singh, P. (2013). Exploring grade levels and gender differences in numeracy thinking among secondary school students. Procedia-Social and Behavioral Sciences, 90, 187–195.
Bezzina, F. H. (2010). Investigating gender differences in mathematics performance and in self-regulated learning: An empirical study from Malta. Equality, Diversity, and Inclusion: An International Journal, 29(7), 669–693. https://doi.org/10.1108/02610151011074407
Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model fundamental measurement in the human sciences (3rd ed.). Mahwah, NJ: L. Erlbaum. https://doi.org/10.4324/9781315814698
Cornwell, C., Mustard, D. B., & Van Parys, J. (2013). Non-cognitive skills and the gender disparities in test scores and teacher assessments: Evidence from primary school. Journal of Human Resources, 48(1), 237–264. https://doi.org/10.1353/jhr.2013.0002
Curriculum Development Division. (2016). Dokumen standard kurikulum dan pentaksiran matematik tingkatan 1. Putrajaya: Kementerian Pendidikan Malaysia.
Crombie, G., Sinclair, N., Silverthorn, N., Byrne, B., DuBois, D., & Trinneer, A. (2005). Predictors of young adolescents’ math grades and course enrollment intentions: Gender similarities and differences. Sex Roles, 52, 351–367. https://doi.org/10.1007/s11199-005-2678-1
Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math-gender stereotypes in elementary school children. Child Development, 82, 766–779. https://doi.org/10.1111/j.1467-8624.2010.01529.x
Dickhauser, O., & Wulf-Uwe, M. (2006). Gender differences in young children’s math ability attributions. Psychology Science, 48(1), 3–16.
Eakman, A. M. (2012). Measurement characteristics of the engagement in meaningful activities survey in an age-diverse sample. American Journal of Occupational Therapy, 66(2), e20–e29. https://doi.org/10.5014/ajot.2012.001867
Forgasz, H. J., Becker, J. R., Lee, K.-H., & Steinthorsdottir, O. B. (Eds.). (2010). International perspectives on gender and mathematics education. Charlotte, NC: Information Age Publishing.
Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics – A “hopeless” issue? A control value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22, 497–514. https://doi.org/10.1007/BF03173468
Fryer, R., & Levitt, S. (2010). An empirical analysis of the gender gap in mathematics. American Economic Journal: Applied Economics, 2(2), 210–240. https://doi.org/10.1257/app.2.2.210
Hanizah Hamzah. (2007). Kebezaan kefungsian item berkaitan gender (gender related differential item functioning) dalam peperiksaan matematik peringkat kebangsaan: kewujudan dan perkaitan dengan jenis Item. Unpublished doctoral dissertation, Universiti Kebangsaan Malaysia.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. In J. A. Banks (Ed.), Encyclopedia of diversity in education (pp. 1455–1460). Thousand Oaks, CA: Sage. https://doi.org/10.4324/9780203887332
Husin, M. (2014). Assessing mathematical competence in second language: Exploring DIF evidences from PISA Malaysian data. Unpublished Master’s thesis, The University of Wisconsin – Milwaukee.
Innabi, H., & Dodeen, H. (2018). Gender differences in mathematics achievement in Jordan: A differential item functioning analysis of the 2015 TIMSS. School Science and Mathematics, 118(3–4), 127–137. https://doi.org/10.1111/ssm.12269
Isiksal, M., & Cakiroghi, E. (2010). Gender differences regarding mathematics achievement: The case of Turkish middle school students. School Science and Mathematics, 108(3), 113–120.
Ismail, N. A., & Awang, H. (2009). Mathematics achievement among Malaysian students: What can they learn from Singapore? International Education Studies, 2(1), 8–17. https://doi.org/10.5539/ies.v2n1p8
Izazol Idris. (2012). Kebezaan kefungsian item berkaitan jantina (GDIF) dalam instrumen TIPS II. Unpublished Master’s thesis, Universiti Kebangsaan Malaysia.
Jordan, N. C., Kaplan, D., Oláh, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153–175. https://doi.org/10.1111/j.1467-8624.2006.00862.x
Kanageswary, S. S. S., & Ong, S. L. (2014). The validity of administering bilingual mathematics test among Malaysian bilingual students using differential item functioning (DIF). Asia Pacific Journal of Educators and Education, 29, 1–18.
Klein, P. S., Adi-Japha, E., & Hakak-Benizri, S. (2010). Mathematical thinking of kindergarten boys and girls: Similar achievement, different contributing processes. Education Studies in Mathematics, 73, 233–246. https://doi.org/10.1007/s10649-009-9216-y
Legewie, J., & DiPrete, T. A. (2012). School context and the gender gap in educational achievement. American Sociological Review, 77(3), 463–485. https://doi.org/10.1177/0003122412440802
Lim, H. L., & Subashini, S. (2015). Mengesan keberbezaan fungsi item bagi item ujian pencapaian Prinsip Perakaunan tingkatan empat di Negeri Perak. Jurnal Pemikir Pendidikan, 6, 49–66.
Linacre, J. M. (2002). What do infit and outfit, mean-square and standardized mean? Rasch Measurement Transactions, 16(2), 878.
Lyons-Thomas, J., Sandilands, D., & Ercikan, K. (2014). Gender differential item functioning in Mathematics in four international jurisdictions. Educational and Science, 39(172), 20–32.
Masters, G. N. (1982). A Rasch model for partial credit scoring. Psychometrika, 47(2), 149–174. https://doi.org/10.1007/BF02296272
Mendes-Barnett, S., & Ercikan, K. (2006). Examining sources of gender DIF in mathematics assessments using a confirmatory multidimensional model approach. Applied Measurement in Education 19(4), 289–304. https://doi.org/10.1207/s15324818ame1904_4
Ministry of Education. (2016a). Laporan TIMSS 2015. Putrajaya: Ministry of Education. Ministry of Education. (2016b). Standard based curriculum for secondary school. Putrajaya: Ministry of Education.
Pae, T., & Park, G. P. (2006). Examining the relationship between differential item functioning and differential test functioning. Language Testing, 23(4), 475–496.
Rogers, L. (2003). Gender differences in approaches to studying for GCSE among Year 10 pupils. The Psychology of Education Review, 27(1), 18–27.
Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60(9), 950–958. https://doi.org/10.1037/0003-066X.60.9.950
Spilt, J. L., Koomen, M. Y., & Jak, S. (2012). Are boys better off with boy and girls with girl teachers? Journal of School Psychology, 50, 363–378. https://doi.org/10.1016/j.jsp.2011.12.002
Taylor, C. S., & Lee, Y. (2012). Gender DIF in reading and mathematics tests with mixed item formats. Applied Measurement in Education, 25(3), 246–280. https://doi.org/10.1080/08957347.2012.687650
Wright, B. D., & Linacre, J. M. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8(3), 370.
Wright, B. D., & Masters, G. N. (1982). Rating scale analysis. Chicago: MESA Press.
Zhang, M., & French, B. F. (2010). Gender related differential item functioning in mathematics tests: A meta-analysis. Paper presented at the National Council on Measurement in Education Conference, May 2010, Denver, CO.
Zumbo, B. D. (1999). A handbook on the theory and methods of differential item functioning (DIF): Logistic regression modeling as a unitary framework for binary and Likerttype (ordinal) item scores. Ottawa, Canada: Directorate of Human Resources Research and Evaluation, Department of National Defense.