Abstract
In this meta-analysis study; the effect of gender on algebra achievement was tested in the context of TIMSS. The study was carried out in two stages: (i) finding out the average effect size of gender on algebra achievement, and (ii) determining the moderators that may affect the average effect size. TIMSS 1995, 1999, 2003, 2007, 2011 and 2015 were combined and a sample of 1.202.847 people was obtained. In the study, the average effect size was calculated using the differences between means (Cohen d) based on the random effect model, whereas the significance of the moderator variables was calculated using Q statistic. The results of the study showed that gender had a low effect on achievement. In addition, the national culture, and the year of the study variables play moderator role regarding the effect of gender on achievement.
Highlights
IntroductionAlgebra is one of the five learning areas (numbers and operations, algebra, geometry and measurement, data processing, probability) covered in the secondary school mathematics curriculum
Algebra is one of the five learning areas covered in the secondary school mathematics curriculum
The findings supported H1 hypothesis suggesting that gender has an effect on students‟ algebra achievement
Summary
Algebra is one of the five learning areas (numbers and operations, algebra, geometry and measurement, data processing, probability) covered in the secondary school mathematics curriculum. Algebra is defined as generalized arithmetic or problem-solving tool (Booth, 1988; Kieran, 1992). Knowledge and skills in arithmetic require the use of algebraic thinking processes. For this reason, students structure their algebra-related learning by associating with their learning in arithmetic (Akkan, Baki & Çakıroğlu, 2012; Kaput, 1998; Kieran, 1992).
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