Examining Gender Differences in the Force Concept Inventory (FCI) in a Turkish Context: Accuracy, Confidence and Bias Score Comparisons

Abstract

This study investigates gender differences in conceptual understanding, confidence, and calibration among 369 Turkish university students completing the Force Concept Inventory (FCI). Using accuracy scores, confidence ratings, and bias indices as complementary measures, we examined how male and female students differed in both their conceptual reasoning and their self-evaluative judgments. The results show that male students achieved significantly higher accuracy scores than female students (M = 56.79 vs. 49.96), though the effect size was small, indicating modest conceptual differences. Confidence differences were more pronounced: male students reported substantially higher confidence (M = 68.17) than female students (M = 54.44), representing a moderate effect. Bias scores further revealed that male students exhibited greater overconfidence (M = 11.38), while female students were more likely to underestimate their performance (M = 4.47). Item-level analyses showed that gender differences were concentrated in well-documented areas of conceptual difficulty, including Newton’s first law and gravitation. These patterns align with international findings and suggest that gender differences in physics arise from a combination of conceptual challenges and metacognitive tendencies rather than large performance disparities. The findings highlight the importance of integrating confidence calibration, reflective metacognitive practices, and targeted conceptual support into introductory physics instruction to reduce gender-based differences in learning outcomes.