A Comparative Analysis of Mathematics Achievement Between Boys and Girls: The Case of Lower Cycle Secondary Schools Students of Addis Ababa

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This study was designed to make a comparative analysis of mathematics achievement between girls and boys at lower secondary education level. It was also aimed at investigating the extent of association between girls’ mathematics achievement and school type. Besides, students’ attitude towards mathematics, parents’ attitude and teachers’ attitude on students’ mathematics performance based on their gender were analyzed. To this end, the study has employed both quantitative and qualitative data gathering methods. Instruments were applied to 608 boys and 672 girls drawn from 10 schools (five schools each from government and non-government) on the basis of multistage sampling techniques. Independent sample t-test and chi-square analyses were employed. The results of data analyses revealed that mathematics achievement was strongly associated with students’ gender and girls’ achievement was significantly lower than that of boys. However, girls’ mathematics achievement did not show a significant difference between government and non-government schools. Further, among students’ attitude scores, girls’ self-confidence on mathematics was significantly lower than that of boys. However, students’ belief about the usefulness of the mathematics and their perception of the subject as a male domain didn’t show a significant difference between boys and girls. Parents’ and teachers’ attitude on students’ mathematics performance gender wise were showed a significant difference between boys and girls favoring boys. Moreover all these attitudinal scores were positively correlated with students’ mathematics achievement score except for girls’ perception of the subject as a male domain. The analysis of students’ daily household working hours had shown a significant difference between boys and girls and it was found to be positively correlated with their achievement. It was evident that traditional stereotypes, which favour male dominance in mathematical ability, were still prevalent at modest level in the schools studied. Thus, a concerted effort by teachers, parents, relevant agencies, and the government is required to ameliorate the prevailing gender gap in mathematics achievement. Keywords:, household working, attitude in mathematics performance gender wise DOI : 10.7176/JEP/10-10-09 Publication date : April 30 th 2019

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