Gender Differences in Mathematics Achievement and Retention Scores: A Case of Problem-Based Learning Method

Ajai, John Tyavbee; Imoko, Benjamin I.

doi:10.21890/ijres.76785

Cited by 97 publications

(85 citation statements)

References 11 publications

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“…As the findings for grade twelve indicated 55.4% of variation in the achievement score was jointly accounted for by enjoyment, motivation, and confidence attitude scales. The remaining 44.6% of the achievement of students in mathematics might be affected by other factors such as inadequate teaching motivation, poor assessment, poor teaching methods [2], and teachers' attitude towards mathematics or their job [39,42,44] When the objective of this study expressed in terms of grade levels, individual contribution of each attitude predictor on the achievement of students, as it can be seen in the above discussions, were greater in grade twelve as compared to grade ten. However, the type of the attitude predictors were similar, namely ES, MS, and CS.…”

Section: Discussionmentioning

confidence: 99%

“…As long studies history in this area has shows that females had higher performance at lower grade levels (1 -6) but as their grade levels increases especially at the end of eighth grade and after gender differences in performance were pervasive -with males having significantly higher achievement than males [40]. On the contrary, as recent researches has shown that the gender differences in mathematics performance are diminishing and these researches indicated that gender differences in mathematics achievement are reducing and shifting, though males were more likely to get higher mean scores [2].…”

Section: Gender Differences In Attitude and Achievementmentioning

confidence: 99%

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Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

Simegn¹

2017

IJSEDU

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Exploring why more males achieve more than females in mathematics at secondary school level when there appear to be no gender differences in the achievement at earlier years is worthy of investigation. The aim of this study was to investigate the influence of attitude towards mathematics on the achievement of female students in comparison with their male counterparts and also to examine the relationship between attitudes and mathematics achievement. The participants of the study were 240 grade ten and 127 grade twelve students of General Secondary and Preparatory School in Wolkite Town. These students were selected using stratified random sampling technique. Attitude towards Mathematics Inventory (ATMI) was used to measure students' attitude, whereas their achievement was measured by the score obtained from Mathematics Achievement Test (MAT). Descriptive Statistics, Multiple Linear Regression Models, Independent -samples t -test, and Pearson Correlation Coefficient were employed to analyze the collected data by using a Statistical Package for Social Sciences (SPSS) version 20. The results, in both grade levels, unveiled that students had positive attitude towards mathematics but at medium level, however, the level of female students was less than males. The regression models were fit in predicting the contribution of components of attitude towards mathematics scales on students' achievement. In this regard, 42.8% (Grade 10) and 55.4% (Grade 12) of the variation in the achievement of students were jointly accounted for by the three variables -the enjoyment, the motivation, and the confidence attitude scales. In both grade levels, no significant gender differences were shown in attitudes towards mathematics but females showed greater decline in attitudes in terms of grade level. However, significant gender differences were specified on achievement. Attitude towards mathematics and students' achievement were significantly correlated (r =.660; p <.001 (Grade 10) and r =.735; p <.001 (Grade 12)). Therefore, this study suggests that, the school, the teachers, parents, and concerned bodies have to intervene and design ways in order to enhance students' attitude and performance in mathematics, in particular female students.

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Section: Discussionmentioning

confidence: 99%

Section: Gender Differences In Attitude and Achievementmentioning

confidence: 99%

Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

Simegn¹

2017

IJSEDU

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“…Others noted that these differences were not consistent. Ajai and Imoko (2015) undertook a study to assess gender differences in mathematics achievement and retention. The study proved that male and female students did not significantly differ in achievement and retention scores, which showed that they are capable of competing in mathematics.…”

Section: Gender and Academic Achievementmentioning

confidence: 99%

The effect of gender on university students’ school performance: the case of the National School of Agriculture in Meknes, Morocco

Hdii¹,

Fagroud²

2018

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“…While several recent studies have identified no differences in the achievements of females and males in mathematics (Ajai & Imoko, ; Bergeron & Gordon, ; Sarouphim & Chartouny, ), substantial literature on gender mathematics achievement indicates that a gender achievement gap exists in mathematics and favors males (Fahle, ; Lubienski, Robinson, Crane, & Ganley, ; Reilly, Neumann, & Andrews, ; Robinson & Lubienski, ; Sohn, ). This gap is also present in the tails of the distribution, especially with high achievers (Pope & Sydnor, ; Robinson & Lubienski, ).…”

Section: Gender and Mathematics Achievementmentioning

confidence: 99%

Gender differences in mathematics achievement in Jordan: A differential item functioning analysis of the 2015 TIMSS

Innabi

Dodeen

2018

School Sci & Mathematics

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This study is within the framework of the United Nations sustainable development goals related to equitable quality education. The total score on the 2015 Trends in International Mathematics and Science Study that indicated eighth‐grade girls in Jordan significantly outperformed boys is hiding many details related to the quality of mathematics learning that reflect a gender gap. Data were analyzed using the Mantel–Haenszel differential item functioning analysis procedure to investigate test items that favored either boys or girls. The results showed that boys were more likely than girls to correctly answer the more difficult, unfamiliar, life‐related mathematical problems. In contrast, girls were more likely than boys to correctly answer the familiar, less difficult, and not life‐related problems. Some recommendations were suggested to diminish this gender gap that goes each way.

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Gender Differences in Mathematics Achievement and Retention Scores: A Case of Problem-Based Learning Method

Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 97 publications

References 11 publications

Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

The effect of gender on university students’ school performance: the case of the National School of Agriculture in Meknes, Morocco

Gender differences in mathematics achievement in Jordan: A differential item functioning analysis of the 2015 TIMSS

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