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Content Analysis of Gender‐related Differential Item Functioning TIMSS Items in Mathematics in Jordan
Author(s) -
Innabi Hanan,
Dodeen Hamzeh
Publication year - 2006
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2006.tb17753.x
Subject(s) - differential item functioning , psychology , item analysis , item response theory , differential (mechanical device) , mathematics education , mathematics , content (measure theory) , statistics , social psychology , psychometrics , developmental psychology , engineering , aerospace engineering , mathematical analysis
The purpose of this study is to analyze items that exhibit gender‐related Differential Item Functioning (DIF) in Mathematics in Jordan. Data was taken from the TIMSS 1999 of Jordan, which includes responses of 5,299 eighth grade students. Mantel‐Haenszel (MH) DIF procedure was applied to 124 multiple‐choice items. The results showed that 37 items exhibited gender‐related DIF. The analysis of the content of these items reflected some patterns that need further investigation. All the DIF items in measurement content favored male students while most of the DIF items in algebraic and data analysis contents favored female students. Most of the DIF items that negatively impacted on females were unfamiliar items that required some risk taking such as estimation, expectation, or approximation. On the other hand, most of the DIF items that favored females were familiar items which have one specific correct answer. Some implications for both research and teaching practice are provided.