Gender Differences and Similarities in High School Science Performance— What Do Item Response Patterns Tell Us?

The current study expands on previous research on gender differences and similarities in science test scores. Using three different approaches – differential item functioning, differential distractor functioning, and decision tree analysis – we examine a high school science assessment administered to 3,849 10th-12th graders, of whom 2,021 are girls. Our findings confirm no significant gender differences in overall science performance. However, we identify differences in the incorrect distractor responses between females and males, especially on items that require spatial thinking. This suggests that while males and females perform similarly on this science assessment, they may approach certain types of questions in different ways. Our study provides a nuanced investigation of gender differences and similarities in science performance. It highlights the importance of considering specific aspects of science assessments, such as spatial thinking, when examining performance patterns between males and females.