Gender and Students’ Achievement in Statistics

1990

The purpose of this paper is to investigate gender differences in achievement in statistics, making use of the Population A data of the Second International Mathematics Study (SIMS) conducted by the International Association for the Evaluation of Educational Achievement P A ) . In IEA terms, Population A means all the students in the grade in which most students attain the age of 13.0 to 13.1 1 years by the middle of the school year. The SIMS study used a very large random sample stratified by region and school type in each of the 20 participating "countries", which were in effect 20 different educational systems rather than countries. For example, Canada is represented by two educational systems, British Columbia and Ontario; Belgium by two systems, one Flemish and the other French. A test consisting of 180 multiple-choice items covering five content topics (Arithmetic, Algebra, Geometry, Statistics and Measurement) was administered to the students. Out of these 180 items...

2015

The present research investigated whether gender differences affect performance in a simple math quiz in statistics course. Participants of this study comprised a sample of 567 statistics students in two different universities in Lebanon. Data were collected through a simple math quiz. Analysis of quantitative data indicated that there wasn't a significant difference in math performance between males and females. The results suggest that improvements in student performance may depend on improved mastery of basic algebra especially for females. The implications of these findings and further recommendations were discussed.

Contemporary Educational Researches Journal, 2019

This study examined students' achievement in senior secondary school mathematics qualifying examination in Kano State, the influence of sex and schools nature on their achievement in mathematics has been assessed. Ex-post facto research design was adopted for the study. A pro forma was used to collect data from a sample of 300 students, selected using stratified random sampling procedure from the science secondary schools in Kano state Nigeria. The data collected were the students' performances in mathematics achievement test. The data were analysed using descriptive statistics and independent sample t-test to test the hypotheses at 0.05, level of significance. Overall results showed that students performed below average and a significant gender difference exists in mathematics performance. Similarly, a significant difference was also observed with respect to schools nature (boarding and day schools); day school students performed above better than boarding school students. The implication of this finding is that despite government continuous efforts, the academic achievement of students in mathematics through above hypothetical pass mark fell below the required average mark for admission into Nigerian universities. It was recommended among others that teachers should regularly motivate students to develop a good study habit and test them on the various mathematics concepts and feedback provided should be used to prepare them for credible achievement in mathematics at both internal and external examinations.

Zenodo (CERN European Organization for Nuclear Research), 2023

British Journal of Education, Society & Behavioural Science, 2015

The current trend of global technological advancement requires a sound knowledge of mathematics which does not exclude female students. This study focuses on the effect of age, school gender and class level on female students’ performance in mathematics. A total number of 378 females were involved in the study. Analysis revealed a negatively significant relationship (r= -0.139) between females performance in mathematics and their class level. School-gender type significantly correlates with the performance of secondary school females and accounted for 3.2% of the variations in their scores. The combined influence of age, school gender and class level on performance was derived as 4.4% with school gender contributing the highest, followed by class level then age. It was therefore recommended that there should be a better reinforcement of the teaching of mathematics at the higher levels so as to ensure female students’ performance in mathematics does not retrogress. Keywords: females, mathematics, co-educational, single sex, class level, age.