Gender Differences in the Prediction of Mathematics Achievement by Digital Engagement and Attitudinal Factors

Abstract

The aim of this study was to examine the gender differences in digital engagement and attitudinal factors predicting students' mathematics achievement in participant EU countries in TIMSS 2023 at the eighth-grade level of mathematics. It employed hierarchical linear modeling technique to incorporate student- and teacher-related factors in regard to interest of this study, such as students' self-confidence in mathematics, attitudes toward mathematics, digital self-efficacy, internet use, and teachers' digital practices, in addition to students' home educational resources and teachers' gender to control their associated covariability. The results revealed that self-confidence in mathematics was the most positive predictor of student achievement while internet use was significantly negatively related for both genders. Lastly, teachers' digital practices yielded significant results in favor of male students. Since the results were differentiated across genders, it provided specific suggestions for EU stakeholders to consider gender issues when developing educational policies.