Gender Differences in Attitudes and Achievement in Mathematics among Ghanaian JHS Students

Abstract

Students’ learning and performance in mathematics is affected by several factors, including students’ attitude. This paper aims to understand the gender differences in attitude toward mathematics and mathematics achievement. A descriptive survey design was used, and the participants consisted of 360 Junior High School students. Two instruments, semi-structured questionnaire and students test scores were used. The results revealed that, in general, both female and male students held positive attitudes towards mathematics, and there was no significant difference in attitudes between genders toward mathematics. However, the results established that there was a significant difference in achievement. It was recommended that to achieve sustainable development goal 4, teachers, parents, and educational authorities should develop creative and innovative ways of helping students, especially female students to build self-confidence in the learning of mathematics.

Gender Dynamics in High School Mathematics Education: Impact of Teachers and School Environment on Female Students Attitudes and Achievement

“…These findings suggest that girls' attitudes towards mathematics are significantly influenced by their perceptions of their teachers' behaviour, highlighting the importance of positive teacher-student interactions in shaping students' attitudes towards the subject. The findings reveal a significant positive correlation between students' perception of their teachers' behavior and three attitudinal variables: anxiety, perception of mathematics as a male domain, and self-confidence, suggesting that a positive teacher-student relationship promotes favourable student attitudes [1,4,15,20,24]. This finding aligns with research by Mata et al, [16] who highlighted the influential role of teacher-student relationships on overall school and behavioural adjustment.…”

“…This finding aligns with research by Mata et al, [16] who highlighted the influential role of teacher-student relationships on overall school and behavioural adjustment. Similarly, Poku & Ampadu, [20] found that positive teacher-student relationships, characterized by warmth and communication, correlate with behavioural competency and better school adjustment. Additionally, Madu et al, [15] findings underscore the negative impact of teachers' negative attitudes on students' attitudes toward mathematics.…”

“…Gender disparities in mathematics education continue to be a significant concern worldwide [1,16,18,20], with girls often exhibiting lower achievement levels and less favourable attitudes toward the subject compared to boys. Understanding the underlying factors contributing to these disparities is essential for promoting equity and enhancing the standard of mathematics education accessible to all students.…”

“…The nature of attitudes toward mathematics is complex, influenced by various factors such as experiences, socialization, and perceptions of ability [11,24]. Mathematics anxiety, characterized by feelings of panic and helplessness when confronted with mathematical tasks, is a common experience among students, particularly girls [20]. Gender stereotypes associating mathematics with males perpetuate the belief that boys are inherently more skilled in math, resulting in unequal treatment of boys and girls by teachers.…”

“…The data collected from the questionnaires and tests were analysed quantitatively to investigate gender differences in teaching mathematics and the attitudes of female students towards the subject. The survey design was chosen for its ability to provide a snapshot of attitudes and achievements among students [20,21] and to describe characteristics of the population using a sample.…”