Gender Effects on Curriculum Elements Based On Mathematics and Science and Technology Teachers’ Opinions: A Meta-Analysis for Turkish Studies

Abstract

The purpose of this study is to investigate the gender effect on elementary mathematics and science and technology teachers’ opinions regarding curriculum elements which are objectives, content, learning situation and evaluation. Meta-analysis was used in order to analyze data. Two articles, 11 master and one doctorate thesis which were conducted between 2005-2015 were studied in accordance with the inclusion criteria. Gender effect on curriculum elements was investigated based on the elementary schools mathematics and science and technology teachers’ opinions was investigated in the constructed coding. Standardized mean difference was used as effect size. ES values for objectives were found as 0.122, 95% CI=0.055-0.190; for content as 0.090, %95 CI= 0.015-0.0164; for learning situation as, 0.154, %95 CI= 0.069-0.239 and for measurement and evaluation as 0.137, %95 CI= 0.061 -0.214.