Abstract
<p style="text-align:justify">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.</p>
Highlights
Educational policies in different countries focus on achieving equity and equality in access to educational services
The gender gap in science achievement was continued over the years 2006, 2009, 2012, and 2015, as it was (28) in 2006 increased to (39) in 2015, the differences between achievements means for female and male students were significant at the level of significance (α=0.05) in favor of female students in all Program for International Students Assessment (PISA) cycles
Simple regression analysis was performed to test the significant differences between males and females (Model 1), as the results showed that the (39) score difference is statistically significant at (α=0.05)
Summary
Educational policies in different countries focus on achieving equity and equality in access to educational services. Jordan is interested in achieving equity and equality through set of educational policies. These policies include: increase access to basic and secondary public education, increase establishing kindergartens, empower students with special needs, and focusing on the poor and remote areas to reduce gaps in educational achievement (MoE, 2018). Jordan has implemented a number of educational reform programs since 1989. These programs are: the first educational reform program (1989-1999), and the Educational Reform for Knowledge Economy (ERfKE) for two stages, the first one (2003-2009), and the second phase (2010-2015). The achievement of students in science and mathematics has continued to decline since 2007, and the gender gap in science and mathematics achievement continued since the first educational reform program (Ababneh, Abulebdeh & Tweissi, 2017)
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