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An Empirical Study of Gender Differences in Chinese Students' Science Achievement

Chinese database collected from a random sample of more than 12,000 ninth-grade students in an SISS Extended Study (SES), a key project supported by the China State Commission of Education in the late 1980s, was used in this study to investigate gender differences in student science achievement. In this empirical data analysis, which uncovered significant gender differences across the nation, male students received the higher scores (p < .0001). The results were inter preted in light of the educational, political, social, and cultur al contexts of modern-day China

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