Science Education International - Vol. 23 - No. 1 - Research on Chemistry Question Types and Gender Differences

Sep 20, 2026

Uploaded by Mason

Research investigates how two major question formats—multiple-choice and short-answer—function in the State University Entrance Examination for Chemistry, focusing on links between performance and gender. It evaluates both question style and content type, comparing recall versus application items through structured classroom trial tests using Rasch analysis, including gender-difference analysis. Results show males obtain higher raw scores, yet when ability is matched by Rasch estimates, male and female students perform equally well, indicating equal chemistry accessibility.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Abstract

Introduction

Literature Perspectives

Question type, content and the influence of gender on performance

Question type and content

Research Questions

Results (as described in the abstract)

Science Education International Vol.23, No.1, March 2012, 56-83 Is there a relationship between chemistry performance and question type, question content and gender? Ross D. Hudson Australian Council for Educational Research and Curtin University, Australia Abstract This research inquires into the effectiveness of the two predominant forms of questions-multiple-choice questions and short-answer questions-used in the State University Entrance Examination for Chemistry including the relationship between performance and gender. It examines not only the style of question but also the content type examined (recall and application questions). The research involves class trial testing of students with structured questions that examine the same material content with each typeof question (multiple-choice or short-answer) and also examines the different type of content (recall or application) and finally the influence of student gender. Rasch analysis of the class trial data, including gender difference analysis, is performed and the analyses related to performance characteristics of the State University Entrance Examination. It is found that male students achieve higher scores than female students with respect to mean scores on both tests and sub-tests. However, when student abilities, as measured by Rasch analysis were considered, male and female students of equal abilities perform equally well in each test comparison suggesting that chemistry is equally accessible to students of both genders. Keywords: Chemistry, gender, assessment, question type. Introduction This study developed from the researcher’s initial observations, along with those of a number of teaching colleagues, that there were apparent differences between the observed students’performances on the State University Entrance Examination for Chemistry (the Victorian Certificate of Education examinations, VCE, is a very high stakes examination as it forms the basis for selecting students for entry into tertiary courses) . It was found that students were performing differently on the two semester examinations. In particular, female students achieved better grades in the second semester examination (held in November), whereas male students were much more successful in the first semester examination (held in June) than they were in the second semester examination. This difference was demonstrated in the grade distribution data released by the examining authority (Figure 1) where the distribution of the A+ grade is significantly skewed in favour of male students in both semesters, though less so in semester 2 (VCAA, 2005) . Whilst there were small differences in grade distribution across all grades, the differences at the higher grades were of concern. These grades could be crucial in determining the fate of a student’s entry into a particular university course and this study has focused on these grades. This difference raised questions. Why should this be occurring? Were any observed differences actually significant? A number of factors were relevant in considering this issue. Apart from the gender of the students, two other important factors were considered likely to influence the performance of the students. These were: type of question (short-answer or multiple-choice) and the content type of the question (recall or application) . The following research questions were addressed in the ensuing study. 1. Do multiple-choice or short-answer questions more positively emphasize student understanding? 2. Do students perform more effectively on recall type questions or on application questions? 3. Does students’ gender and ability influence performance in chemistry examinations? (VCAA, 2005) Semester 1 (VCAA, 2005) Semester 2 Figure 1: Grade distributions for the 2005 VCE Chemistry Examination 1 and 2 * Literature Perspectives Question type, content and the influence of gender on performance are topics that have interested educational resea

FAQs

What question formats are compared in the study?

The study compares multiple-choice questions and short-answer questions used in the Chemistry entrance examination.

How does the study treat question content?

It distinguishes content type by examining both recall questions and application questions.

Do male and female students perform differently according to the findings?

Male students score higher on average, but after matching student abilities with Rasch analysis, students of equal ability perform equally well across comparisons.

Sep 20, 2026

Uploaded by Mason