Gender Difference in Mathematics Achievement As A Function of Math Self-Efficacy and Spatial Visualization Among Guji Zone Ninth Grade Students
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Date
2006-02
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Addis Ababa University
Abstract
The major purposes of this study were to examine gender difference in
mathematics achievement as a function of math self-efficacy and spatial
visualization and the effects of the latter two (predictor) variables on math
performance.
A math achievement test, a math self-efficacy scale, and a spatial
visualization test were administered to a random sample of 196 female
and 198 male ninth grade students from four high schools of Gujji
Administrative Zone. Then the data were analyzed using t-test, correlation
analysis, and Analysis of Covariance (ANCOVA).
Analysis of the mean differences disclosed statistically significant gender
differences (at .01 level) in favor of males in all the variables (math selfefficacy,
spatial ability, and math achievement). The results of the
correlation analysis unraveled that math self-efficacy had significantly
stronger relationship to math achievement than that of spatial
visualization. According to the stepwise multiple regression, as depicted
by coefficients of multiple determination (R squared), the predictor
variables had significant joint effect on the criterion variable. Of this total
effect, much of the variance in performance was accounted for by gender
followed by math self-efficacy. On the other hand , the results of the
analysis of covariance showed that after statistically controlling the effects
of math self-efficacy and spatial visualization, gender difference in math
achievement was still significant. However the overall effect of gender,
prior to controlling the two covariates, was significantly reduced.
It was concluded that these differential math achievements between boys
and girls were not only due to differences in their self-efficacy and spatial
abilities but also due to other potential factors accounting for differences in
mathematics learning of male and female students.
Paying attention to gender difference in math achievement and to the
factors (cognitive and non-cognitive), that could potentially affect students'
mathematics learning, in the teaching learning process; understanding
students' self-confidence in mathematical capabil ity and taking remedial
measures for extremely high or low self-efficacy beliefs; and improving the
students spatial visualizations through educational interventions are
among the practical implications of the present study.
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Keywords
Gender Difference in Mathematics Achievement