Gender differences in mathematical ability of 6th graders: The EPTS(ÜYEP) case

The purpose of this thesis was to investigate gender differences in mathematical ability with a focus on differences in components and among high and low ability. The study included 1393 sixth grade students who applied for admission to the Education Programs for Talented Students (EPTS) at Anadolu University from 2009 to 2013. Of the participants, 683 were girls and 710 were boys. The TMT (Test of Mathematical Talent) developed to identify talented students in mathematics was used to measure students' mathematical ability. The TMT includes eleven subtests: number series, numerical analogy, figurative rotation, figurative series, figurative analogy, conditional logic, linear logic, numbers-measurement, algebra, geometry and statistics-probability. Data analyses included a comparison of gender differences in general mathematical ability and sub-skills of mathematical ability of the participants and of the top and bottom 10% of the participants. Two-factor ANOVA was conducted to examine gender differences in general mathematical ability and one-factor MANOVA was used to analyze gender differences in sub-skills of mathematical ability. Gender differences in the top and bottom 10% were examined using one-factor MANOVA and independent samples t-test. The findings showed that there was a statistically significant gender difference in general mathematical ability. Boys' performance was found to be significantly higher than girls' performance. Boys scored significantly higher than girls in number series, numerical analogy, linear logic, conditional logic, algebra, numbers-measurement and figurative rotation subtests while girls' and boys' scores did not differ in geometry, statistics-probability, figurative series and figurative analogy subtests. Performance of boys and girls in the top and bottom 10% did not differ significantly in general mathematical ability and sub-skills of mathematical ability. However, the proportion of boys in the top 10% was significantly higher than that of girls and the proportion of girls in the bottom 10% was significantly higher than that of boys. Findings imply that boys have higher mathematical ability than do girls. Key words: gender differences, mathematical ability, 6th graders, Test of Mathematical Ability, EPTS