Hong Kong student achievement in OECD-PISA study: Gender differences in science content, literacy skills, and test item formats

Din Yan YIP, Ming Ming CHIU, Esther Sui Chu HO

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14 Citations (Scopus)

Abstract

This study examined gender differences in students' scientific literacy as measured by OECD-PISA. In particular, we focused on the 2437 students from 140 Hong Kong schools. Hong Kong boys' and girls' science scores did not differ overall. However, boys scored higher than girls at the higher percentiles (75th and above). Moreover, specific test components showed gender differences. Boys tended to score higher on tests with more earth and physical science items, understanding of scientific knowledge items, and closed items. Meanwhile, girls tended to score higher on ‘recognizing questions’ and ‘identifying evidence’ items. These results suggest that a science test assessing diverse content and literacy skills in a variety of response formats provides both a more comprehensive picture of students' capabilities and a more likely gender-equitable assessment. Copyright © 2004 National Science Council, Taiwan.
Original languageEnglish
Pages (from-to)91-106
JournalInternational Journal of Science and Mathematics Education
Volume2
Issue number1
DOIs
Publication statusPublished - 2004

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Gender Differences
PISA study
OECD
gender-specific factors
Hong Kong
literacy
science
student
Percentile
Likely
Closed
gender
school
knowledge
evidence
Skills

Citation

Yip, D. Y., Chiu, M. M., & Ho, E. S. C. (2004). Hong Kong student achievement in OECD-PISA study: Gender differences in science content, literacy skills, and test item formats. International Journal of Science and Mathematics Education, 2(1), 91-106.