Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 4 Unweighted effect sizes and descriptive statistics for “Liking Mathematics” for eighth graders

Countries	d	Mean 1	Mean 2	SD1	SD2
Oman	0.21	11.13	10.78	1.71	1.69
Malaysia	0.18	10.81	10.55	1.4	1.43
Kazakhstan	0.1	11.07	10.87	2.09	2.04
Botswana	0.05	11.44	11.35	1.73	1.75
Saudi Arabia	0.04	9.8	9.72	2.11	2.08
Turkey	0.03	10.28	10.23	2	1.94
Thailand	− 0.02	10.32	10.35	1.4	1.47
Israel	− 0.04	9.59	9.68	2.05	2.02
Slovenia	− 0.04	8.69	8.76	1.69	1.77
Lithuania	− 0.06	9.63	9.74	1.72	1.72
Ireland	− 0.08	9.24	9.39	1.94	1.93
South Africa	− 0.08	10.82	10.97	1.79	1.78
United States	− 0.08	9.43	9.59	2.1	2.03
Egypt	− 0.09	10.79	10.97	2.01	1.83
Morocco	− 0.09	11.04	11.21	1.84	1.76
Singapore	− 0.09	10.06	10.23	1.8	1.94
Georgia	− 0.1	10.1	10.28	1.78	1.69
Hungary	− 0.11	9.04	9.23	1.75	1.82
Russian Federation	− 0.11	9.98	10.15	1.54	1.55
Bahrain	− 0.13	9.58	9.86	2.16	2.08
Jordan	− 0.13	10.71	10.97	2.09	2.04
Norway	− 0.13	9.42	9.68	1.96	1.91
Canada	− 0.15	9.7	9.98	1.88	1.94
Chinese Taipei	− 0.15	9.07	9.35	1.7	1.97
Korea Republic of	− 0.15	8.98	9.23	1.63	1.75
Lebanon	− 0.15	10.49	10.77	1.87	1.83
United Arab Emirates	− 0.15	10.04	10.33	1.92	1.9
Argentina	− 0.16	9.29	9.62	2.01	2.01
Chile	− 0.17	9.28	9.62	2.01	1.95
Italy	− 0.17	9.25	9.58	1.9	1.98
Iran	− 0.19	10.29	10.66	1.98	1.99
Malta	− 0.21	9.24	9.67	2.03	2.01
New Zealand	− 0.23	9.37	9.77	1.74	1.72
Sweden	− 0.23	9.11	9.55	1.88	1.96
Australia	− 0.26	9.17	9.65	1.83	1.83
Hong Kong	− 0.26	9.22	9.73	1.83	2.03
Japan	− 0.26	9	9.42	1.53	1.75
Qatar	− 0.26	9.64	10.15	2.03	1.95
England	− 0.27	9.27	9.74	1.76	1.77
Kuwait	− 0.4	9.65	10.46	2.13	1.96

Positive values show the superiority of females and negative values show the superiority of males