Gender and achievement in English language arts, science and mathematics in secondary schools in Nigeria

Etim, James S.; Etim, Alice S.; Heilman, George E.; Mathiyalakan, Sathasivam; Ntukidem, Eno

doi:10.30935/scimath/9464

Cited by 2 publications

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“…In Stoet and Geary's (2015) work, they analyzed academic achievement data from four PISA assessments, representing 1.5 million learners, and found that girls outperformed boys in math, reading, and science. Most scholars (e.g., Adamuti-Trache et al, 2013;Etim et al, 2016;Legewie & DiPrete, 2012;Lörz et al, 2011) consider this as a significant change from the past that saw the prominence of the male advantage and, at the same time, a different version of disparity in the access to education. Such is still a problem that invites further research, since this gap will eventually have large-scale impact in various social, political, and economic structures (Berggren, 2011;Klasen & Lamanna, 2009;Seguino, 2000).…”

Section:  Introductionmentioning

confidence: 99%

Achievement Profiles in Math, Science, and English: Exploring Contextualized Sex Differences

Española¹

2023

JPP

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Achievement Profiles in Math, Science, and English: Exploring Contextualized Sex Differences. Objectives: The study used a person-oriented approach to explore sex differences at the level of achievement profiles and describe such differences in the context of urban/rural schools. Methods: The achievement test scores in math, science and English of 2,408 tenth graders sampled from the database of the Center for Educational Measurement (CEM) in the Philippines were used to derive achievement profiles through cluster analysis. Findings: Four profiles were derived: Low Achievers, True Average Achievers, High Achievers with weak math and science skills, and High Achievers with strong math and science skills. Significant sex and urban/rural school differences among the profiles were found. The "female advantage" was more evident among Low Achievers, but not among High Achievers. Finally, High Achievers with weak math and science skills were mostly females in urban schools. Conclusion: The findings suggest that it was important to situate sex differences in context in order to understand achievement in key courses, such as STEM, of young children.

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Section:  Introductionmentioning

confidence: 99%

Achievement Profiles in Math, Science, and English: Exploring Contextualized Sex Differences

Española¹

2023

JPP

View full text Add to dashboard Cite

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Gender-sensitive tools and materials for women empowerment in STEM: a systematic review with industrial and instructional recommendations and implications

Christou

Parmaxi

2022

Univ Access Inf Soc

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Gender and achievement in English language arts, science and mathematics in secondary schools in Nigeria

Cited by 2 publications

References 0 publications

Achievement Profiles in Math, Science, and English: Exploring Contextualized Sex Differences

Achievement Profiles in Math, Science, and English: Exploring Contextualized Sex Differences

Gender-sensitive tools and materials for women empowerment in STEM: a systematic review with industrial and instructional recommendations and implications

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