An investigation of grade level and gender-based science achievement gaps in schools with different science achievement levels

Abstract

Science achievement gap between fifth, sixth, and eighth grades and boys and girls in low and high performing schools were under investigation in the present study. In accordance with this purpose, three schools were selected to represent high performing schools and two schools were selected to represent low achieving schools for their performance on a nationwide exam. A total of 612 fifth, 816 sixth, and 604 eighth grade students in high achieving schools and 231 fifth, 364 sixth, and 328 eighth grade students in low achieving schools constituted the study sample. Students’ end of semester science grades were used as their science achievement measure. Results showed that students’ science achievement decreased from 5th grade to upper grades both in low and high achieving schools. In addition, they showed girls’ science achievement was higher than boys in several grade levels both in low and high achieving schools. Finally, results showed that science achievement gap between genders is more evident in high achieving schools.

Fen Başarı Düzeyi Farklı Ortaokullardaki Öğrencilerin Fen Bilimlerine Yönelik Tutumlarının Sınıf Düzeyi ve Cinsiyet Açısından İncelenmesi

“…The finding that genderbased attitude difference is observed only in SHSA is similar to the result that gender-based science achievement difference is seen in certain parts of the science achievement distribution which is reported by Gevrek and Seiberlich (2014). In addition, Acar (2020) found that gender-based achievement gap which is in favor of girls increased as the grade level increased in SHSA. According to these results, it can be inferred that gender-based attitudes towards science and science achievement differences are more apparent in SHSA.…”

“…On the other hand, it is a desired situation that students enhance science outside school scores as their grade level increases in SHSA. Despite the decrease in science achievement as the grade level increases in SHSA (Acar, 2020), the increase in science outside school scores is a finding that needs interpretation. We think that high SES of students' parents in SHSA may trigger this result.…”

“…A possible reason for this difference is that social norms and cultural climate in those countries can have different effect on the attitudes and behaviors of girls and boys (Adamuti-Trache & Sweet, 2013;Koballa & Glynn, 2007). In Turkey, there are studies reporting that gender has an effect, which is in favor of girls, on science achievement at middle school level (e.g., Acar, 2020;Bursal, 2013;Bursal et al, 2015;DERD, 2009;Dişikitli, 2011). On the other hand, it was stated that gender did not have any effect on science achievement in several studies conducted at local level (e.g.,, Hancı, 2015;Karaca, 2018;Metin, 2013).…”

“…Bu farkın olası bir nedeni de o ülkelerdeki sosyal norm ve kültürel iklimin kız ve erkeklerin tutum ve davranışları üzerinde değişik etkiler yapabilmesidir (Adamuti-Trache & Sweet, 2013;Koballa & Glynn, 2007). Türkiye'de ise ortaokul düzeyinde, cinsiyetin fen başarısı üzerine etkisinin olduğunu ve bu etkinin kızlar lehine olduğunu rapor eden çalışmalar mevcuttur (Örn., Acar, 2020;Bursal, 2013;Bursal vd., 2015;Dişikitli, 2011;EARGED, 2009). Yerel düzeyde yapılan bazı araştırmalarda ise cinsiyetin fen başarısında herhangi bir etkiye sahip olmadığı belirtilmiştir (Örn., Hancı, 2015;Karaca, 2018;Metin, 2013).…”

Online Education Skills of Teachers: Four Axes of Gaps

“…The results and discussions will be explained in five sub-sections. In the first section, descriptive studies of questionnaire items will be given, Access Difference among Online In the research study delivered by with respect to these factors, earlier studies (Acar, 2020;Ahmed, 2007;Anderson, et.al, 2007;Bhanji, 2008;Clarke et al, 2008;Gregory, et.al, 2010;Goldhaber, et. al, 2019,).…”