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dc.contributor.authorFaber, Renata.en_US
dc.date.accessioned2009-06-01T19:30:12Z
dc.date.available2009-06-01T19:30:12Z
dc.date.issued2008-06-01T19:30:12Z
dc.identifier.urihttp://hdl.handle.net/10464/1469
dc.description.abstractThis study is a secondary data analysis of the Trends in Mathematics and Science Study 2003 (TIMSS) to determine if there is a gender bias, unbalanced number of items suited to the cognitive skill of one gender, and to compare performance by location. Results of the Grade 8, math portion of the test were examined. Items were coded as verbal, spatial, verbal /spatial or neither and as conventional or unconventional. A Kruskal- Wallis was completed for each category, comparing performance of students from Ontario, Quebec, and Singapore. A Factor Analysis was completed to determine if there were item categories with similar characteristics. Gender differences favouring males were found in the verbal conventional category for Canadian students and in the spatial conventional category for students in Quebec. The greatest differences were by location, as students in Singapore outperformed students from Canada in all areas except for the spatial unconventional category. Finally, whether an item is conventional or unconventional is more important than whether the item is verbal or spatial. Results show the importance of fair assessment for the genders in both the classroom and on standardized tests.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectTrends in International Mathematics and Science Study.en_US
dc.subjectMathematicsen_US
dc.subjectSex discrimination in education.en_US
dc.subjectMathematical abilityen_US
dc.subjectEducational equalization.en_US
dc.titleGender bias in the Trends in Mathematics and Science Study 2003 (TIMMS) for Canadian students /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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