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RESEARCH PAPER
The association between the gender gap in science achievement and students’ perceptions of their own attitudes and capabilities
1
Sultan Qaboos University, Muscat, OMAN
2
Qatar University, Doha, QATAR
3
Ministry of Education, Muscat, OMAN
4
National University for Science and Technology, Muscat, OMAN
Publication date: 2022-10-19
EURASIA J. Math., Sci Tech. Ed 2022;18(11):em2184
KEYWORDS
gender gapTIMSS science achievementmetacognitive awarenessself-regulationscience learning self-efficacyattitudes to science
ABSTRACT
Among the countries that participated in the trends in international mathematics and science
study (TIMSS) 2019 for grade 8 science, Oman had the highest gender gap in favor of girls. The
current study explores the gender gap in science achievement in Oman and relates it to students’
varying perceptions of their own attitudes and capabilities. The sample in the study comprised
467 grade 9 students, 266 female and 201 male. The participants were given a TIMSS-like science
test, along with four self-perception surveys; these explored metacognitive awareness, self-regulation (SR), science learning self-efficacy (SLSE), and attitudes to science (AS). The results
indicated that student self-perceptions of SR, SLSE, and AS, were significantly related to the
gender gap in students with higher-level science achievement. The results were different when
looking at the gender gap in scores for lower-level questions; here, there was no relation to any
of the four self-perception variables explored in the study.
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