A Comparative Study of Male and Female Distance Learners’ Mathematics Achievement

Akayuure, Peter; Armah, Samuel Ebenezer; Armah, Robert Benjamin

doi:10.30935/conmaths/9288

Cited by 8 publications

(5 citation statements)

References 12 publications

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“…Neither category of students could outperform the other. This revelation confirms scores of work done by some researchers who had similar results (Ajai & Imoko, 2015;Alkhateeb, 2001;Armah et al, 2020)…”

Section: Discussionsupporting

confidence: 88%

Building students’ conceptual understanding of operations on fractions using manipulatives: A junior high school perspective

Amo-Asante¹,

Bonyah²

2023

MEDITERR J SOC BEH RES

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Mathematics plays a key role because it is one of the important subjects within the foundation that constitute the core curriculum for basic and secondary education. Mathematics must therefore be taught in a way to engage learners to construct their knowledge, which helps them build conceptual understanding using modern teaching strategies. Fractions are the building blocks for a solid conceptual understanding of algebra and other concepts in mathematics, especially at the basic school. Therefore, teachers must use strategies that make lessons more realistic and practical, such as manipulatives. The purpose of the study was to use manipulatives to build students’ conceptual understanding of the operations of fractions. The study design was quasi-experimental, with a pre-/post-test method used for data collection to assess the impact of the intervention design. A sample of 50 junior high school students was selected purposively for the study. The data was analyzed using SPSS v.26. The researchers concluded that using manipulatives in the teaching of fractions improved the students’ performance and helped build their conceptual understanding of the operations of fractions.

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Section: Discussionsupporting

confidence: 88%

Building students’ conceptual understanding of operations on fractions using manipulatives: A junior high school perspective

Amo-Asante¹,

Bonyah²

2023

MEDITERR J SOC BEH RES

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“…The above findings also confirmed the research study carried out in Spain by Rodriguez et al (2020) on gender differences in mathematics motivation and its differential effects on performance in education; which pointed out that comparing female learners with boys, females lack the zeal, always demonstrate weak performance, thought that mathematics is only meant for males; and were anxious about mathematics. Research conducted by Armah et al (2021) in Ghana on sex differences in mathematics achievement among male and female distance learners revealed that both male and female learners' performance in mathematics were below average grades. I.e., D+, D and E. However, the performance of male distance learners outweighed their female counterparts.…”

Section: Discussionmentioning

confidence: 99%

Factors that Contribute to Junior High School Female Students’ Negative Attitudes toward the Study of Mathematics in the Fanteakwa District, Ghana

2023

FeD

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Students negative emotions, beliefs, and behaviours toward the study of mathematics have tremendously contributed to their poor performance in the subject and it is caused by factors emanating from home, socio-cultural background, school, students and teachers. The aim of this study was to examine factors promoting the negative attitudes of female students toward the study of Mathematics in five selected Junior High Schools within the Fanteakwa District of Ghana. The researchers, therefore, used the sequential explanatory mixed method in order to generate the data from 125 respondents comprising of 120 female students and 5 mathematics teachers using a questionnaire, a semi-structured interview, and a focused group discussion. The result showed that female learners in the district exhibited negative attitudes toward mathematics as a subject; they developed fear and hatred for the subject, lacked self-confidence. The causative factors of these attitudes included sociocultural backgrounds; the lack of female role models, early marriage, and gender stereotypes. Home factors were the lack of parental support, illiterate parents, overburden household chores and poverty. Teacher factors included not creating the enabling environment for teaching and learning, the lack of teaching learning resources during lesson. The lack of reward pages for teachers and students, in-conducive environments were factors relating to school environment. The study concluded that students in the district had negative attitudes toward learning of mathematics; they considered the subject to be difficult and developed hatred for it. These were attributed to factors relating to home, socio-cultural, school, students and mathematics teachers. The study implied that the government of Ghana and policy makers should develop gender-friendly curriculum, sensitise parents to support their children’s education, train teachers to handle the subject well. The researchers, therefore, suggest that further studies on the topic should be undertaking using a larger sample or the study can be repeated in other districts and or the entire country so that a more holistic picture can be generated.

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“…Thus, the less responsible students are expected to be more significantly impacted by the new educational structures. According to Armah et al (2020), Lau et al (2018), Los andSchweinle (2019), andvan Putten et al (2020), female students are often more responsible than their male peers in learning mathematics; this can explain why male students are experiencing an even higher decrease in their mathematics achievement than their female counterparts.…”

Section: Discussionmentioning

confidence: 99%

The COVID-19 Pandemic’s Impact on 9th Grade Students’ Mathematics Achievement

Miravet¹,

Alegre²,

Valentín³

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students’ mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted—two with teachers and three with students’ families. Results show statistically significant differences in students’ mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge’s g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge’s g = -1.11) than for females (Hedge’s g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students’ lack of motivation, monotony, and students’ level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students’ mathematics achievement.</p>

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A Comparative Study of Male and Female Distance Learners’ Mathematics Achievement

Cited by 8 publications

References 12 publications

Building students’ conceptual understanding of operations on fractions using manipulatives: A junior high school perspective

Building students’ conceptual understanding of operations on fractions using manipulatives: A junior high school perspective

Factors that Contribute to Junior High School Female Students’ Negative Attitudes toward the Study of Mathematics in the Fanteakwa District, Ghana

The COVID-19 Pandemic’s Impact on 9th Grade Students’ Mathematics Achievement

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