In Support of a Sociological Explanation of Sex Differences in Science and Mathematics Achievement: evidence from a Kuwaiti study of secondary school certificate examinations

1988 ◽  
Vol 6 (1) ◽  
pp. 91-101 ◽  
Author(s):  
Amena E. Al Methen ◽  
William J. Wilkinson
Keyword(s):  
Sex Differences ◽  
Mathematics Achievement ◽  
Secondary School ◽  
School Certificate ◽  
And Mathematics ◽  
Sociological Explanation

scholarly journals Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Female Students ◽  
Male Students ◽  
Achievement Scores ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

Conservation, Seriation, Classification and Mathematics Achievement in Nigerian Children

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1335-1339 ◽  
Author(s):  
Helen Omotoso ◽  
Bernard Shapiro
Keyword(s):  
Sex Differences ◽  
Mathematics Achievement ◽  
Achievement Test ◽  
Nigerian Children ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Achievement Test

This study investigated the relationship among the acquisition of mathematics achievement and the abilities of conservation, seriation, and classification. Native Nigerian children, ages 4 to 8 yr. ( N = 120), were subjects. Data showed (a) moderate to high relationships of mathematics achievement and conservation, seriation, and classification abilities, (b) few sex differences either on the mathematics achievement test or on the performance of the various Piagetian tasks, and (c) that the operational stage is attained around the age 8 rather than somewhat earlier as we expected.

scholarly journals A study on relationship between achievement in mathematics and attitude towards mathematics of secondary school students’

2016 ◽  
Vol 4 (3) ◽  
pp. 402
Author(s):  
Monoranjan Bhowmik ◽  
Bharati Banerjee (Roy)
Keyword(s):  
High School Students ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Attitude Scale ◽  
School Students ◽  
Significant Difference ◽  
Attitude Towards Mathematics ◽  
Spss Software ◽  
Achievement In Mathematics ◽  
And Mathematics

<div><p><em>The purpose of this study was to investigate high school students’ attitude towards mathematics and achievement in mathematics. For this purpose, the methodology employed in this study was a descriptive type. The participants of this study consisted of 394 secondary (class ten) students from six different high schools. The Mathematics Attitude Scale and Mathematics achievement questioner developed and standardized by the authors. The data was quantitatively analysed by using independent samples t-tests and Pearson’s correlation coefficient (0.05 significant level) using SPSS software. Findings showed that in gender difference there had significant difference on the students’ attitude towards mathematics, though there is not so significant difference in achievement in mathematics. Also there is a significant positive correlation between attitude towards mathematics and achievement in mathematics.</em><em></em></p></div>

scholarly journals Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya

2019 ◽  
Vol 8 (3) ◽  
pp. 102
Author(s):  
Priscilla Gachigi Njoki ◽  
Dakota King-White ◽  
Theresia Kinai ◽  
Edward Kigen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Simple Random Sampling ◽  
Self Concept ◽  
Average Score ◽  
School Students ◽  
The Past ◽  
And Mathematics

Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students&rsquo; academic self-concept and boost students&rsquo; mathematics achievement.

Mathematics Participation and Mathematics Achievement Across Secondary School: The Role of Gender

Sex Roles ◽  
2008 ◽  
Vol 59 (7-8) ◽  
pp. 568-585 ◽  
Author(s):  
Eva Van de gaer ◽  
Heidi Pustjens ◽  
Jan Van Damme ◽  
Agnes De Munter
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
And Mathematics

scholarly journals Relationship between Academic Emotions, Self-efficacy and mathematics achievement of secondary school students in Central Division, Machakos County, Kenya

2018 ◽  
Vol 1 (2) ◽  
pp. 29-57
Author(s):  
Elizabeth N. Mutisya ◽  
Theresia K Kinai ◽  
Jotham N. Dinga ◽  
Samuel M. Mutweleli
Keyword(s):  
Gender Differences ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Self Report ◽  
School Students ◽  
Academic Emotions ◽  
Central Division ◽  
And Mathematics

The purpose of this study was to determine the relationship between academic emotions and self- efficacy in predicting mathematics achievement of secondary school students. A random sample of 300 form three students (150 males, 150 females) was selected from public secondary schools in Central Division, Machakos County, Kenya. Correlation research design was adopted and data collected using a self report questionnaire. Analysis of examination records was done to obtain data on mathematics achievement. Relationships were determined using Pearson product-moment correlation method while t-test for independent samples was used to determine gender differences between students’ academic emotions, self-efficacy and mathematics achievement. Results revealed a significant relationship between students academic emotions, self-efficacy and mathematics achievement. Significant gender differences were found in students’ academic emotions and self-efficacy. The findings are useful in helping students to develop control over the process of learning mathematics and attach high value to the subject, which lead to development of positive emotions which have a positive correlation to academic achievement.

Understanding Sex Differences in the Components of Mathematics Achievement

1993 ◽  
Vol 73 (2) ◽  
pp. 435-444 ◽  
Author(s):  
Bikkar S. Randhawa ◽  
Jason S. Randhawa
Keyword(s):  
Sex Differences ◽  
Reading Comprehension ◽  
Problem Solving ◽  
Mathematics Achievement ◽  
Specific Research ◽  
Mathematics Tests ◽  
And Mathematics ◽  
Practical Implications

This study involved administering for two academic years Reading Comprehension and Mathematics tests of a standardized battery to 253 Grade 10 students from one school. Factor matrices using microcomponents of the two tests for boys and girls were highly similar. While reading comprehension was a significant predictor of the problem-solving component for boys, it was not for girls. Also, significant differences in favor of boys were found on all three process components, on all but two content components, and on five microcomponents. Patterns of observed differences were similar for the two years. Results are related to the emerging theory of sex differences in mathematics, and specific research and practical implications are discussed.

A Forum for Researchers: Coloring the Equation: Minorities and Mathematics

1983 ◽  
Vol 14 (1) ◽  
pp. 70-72
Author(s):  
Westina Matthews
Keyword(s):  
Native Americans ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Minority Groups ◽  
Achievement Tests ◽  
Sociocultural Factors ◽  
Hard Evidence ◽  
And Mathematics

It has been well established that beginning with secondary school, certain minority groups (e.g., blacks, Hispanics, and Native Americans) are neither enrolling in mathematics classes as frequently as their white counterparts nor scoring as high on mathematics achievement tests (Anick, Carpenter, & Smith, 1981). Researchers have sought to explain these discrepancies. Reasons such as discrimination and sociocultural factors have been suggested. These explanations are plausible and may be accurate, but there is little hard evidence available to support them.

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