Gender Differences in Mathematics Achievement As A Function of Attitudes in Grades 8 Through 11 (in Northern Shoa Region)
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Date
1995-06
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Addis Ababa University
Abstract
The purpose of this study was to examine gender differences
in mathematics achievement as a function of attitudes among
8th, 9th, loth, and 11th graders in Northern Shoa region. A
questionnaire, an attitude scale, and mathematics tests were
administered to a random sample of 515 boys and 332 girls
from 5 randomly selected secondary schools. Analysis of
variance, analysis o f covariance, and chi-square were
employed on the data. The results indicated statistically
significant differences (at . 01 level) between males and
females in both mathematics achievement and attitudes among
9th, loth, and 11th graders. But at the 8th grade level, a
statistically significant gender difference was found in
mathematics achievement but not in attitudes. All
significant differences were in favor of males. Results of
the analysis of covariance similarly indicated sUbstantial
gender differences in mathematics achievement at all grade
levels. Also, peers, parents, and teachers tend to hold
lower expectations for girls than for boys in mathematics.
It was concluded that the gender difference in mathematics
achievement was due not only to the gender difference in
attitudes but due a lso to other variables which influence the
mathematics l earning of boys and girls differently.
Pr act i ca l impl i cation s of the findings are i ndicated .
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Keywords
Gender Differences