Gender equality has become an important issue in any field and the entire world. The scope and quality of students’ attained knowledge and concepts and the abilities and skills they develop in this field depend on the overall quality learning science. Science achievement involves a complex interaction of factors that have specific direct effects and/or indirect effects through other factors on school outcome. It is not possible to form complete and clear lines between the two general contexts of students’ achievement. The first refers to curriculum content and the other refers to existing opportunities for learning science. However, it is interesting to conceptualize a theoretical and empirical model that allows us to examine and describe how certain characteristics of the learning process can affect students’ achievement in science. According to many references showed that male students like studying science and they are also good at science, but female students seems not to studying this course well, and do not like choosing this course to major. Recently, researcher found some papers presented that showed different results. This study focused on the changes observed in the science achievement across “Trends in International Mathematics and Science Study” (TIMSS) 1999 and TIMSS 2007 of Grade 8 boys and girls of eight countries. The study looked at changes across male and female student’ characteristics in two TIMSS cycles and considered these as factors contributing to the changes in student achievement. In order to explain differences in gender three variables include educational attitudes towards science, aspiration, and science classroom activities were selected.

According to cognitive psychologists and motivation theorists students with positive attitudes toward learning can lead to motivation, thereby enhancing students’ academic achievement. Many empirical studies have tested these assumptions and generally support this hypothesize. The general relationship between attitudes and achievement is based on the concept that the more positive an attitude a student has toward a subject, the more likely it is that he or she will reach a high level of performance. Additionally, students with high aspirations for further education attain high scores on academic assessments. Also, instructional strategies such as the use of appropriate classroom activities have been used to foster student achievement in science. Students who indicated that they frequently engaged in cooperative learning activities (worked together in small groups) and interpreted data in tables, charts, and/or graphs also tended to earn higher test scores.

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