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The Effect of Gender on Algebra Achievement: The Meta-Analysis of Trends in International Mathematics and Science Study (TIMSS)

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.