GENDER DIFFERENCE IN MATHEMATICS PERFORMANCE AMONGST SENIOR HIGH SCHOOL STUDENTS IN THE UPPER WEST REGION (UWR), GHANA
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Abstract
Gender differences in mathematics performance have long concerned parents and policymakers in Ghana, especially in the UWR. This study examined these differences among high school students using an explanatory sequential mixed-methods design. Stratified and Simple Random Sampling techniques were used to sample 350 participants from four different SHS within the UWR to participate in the survey whilst four teachers were selected using the purposive sampling technique. A mathematics test, questionnaires, and interviews were the main data collection tools. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. The results reveal no statistically significant difference between female and male mathematics performance [t(348)= -1.44, p =.153, p>.05]. Also, factors such as societal expectations and stereotype threat, cultural norms, learning environment, and teaching methods were indicated as potentially contributing to female and male mathematics performance. It was recommended that an all-inclusive learning environment, teaching practices, and curriculum design should be created to allow students, regardless of their gender, to participate effectively in mathematics classes.
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Marifa, M. Y., Nabie, J. M., & Dossey, J. K. (2025). GENDER DIFFERENCE IN MATHEMATICS PERFORMANCE AMONGST SENIOR HIGH SCHOOL STUDENTS IN THE UPPER WEST REGION (UWR), GHANA. Kalamatika: Jurnal Pendidikan Matematika, 10(1), 15-30. https://doi.org/10.22236/KALAMATIKA.vol10no1.2025pp15-30
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Musimenta, A., Adyanga, F. A., & Sekiwu, D. (2020). Gender and performance disparity in mathematics: A study of Southwestern Uganda. Journal of Educational Research, 8(4), 664–673.
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Pina, V., Martella, D., Chacón-Moscoso, S., Saracostti, M., & Fenollar-Cortés, J. (2021). Gender-based performance in mathematical facts and calculations in two elementary school samples from Chile and Spain: An exploratory study. Frontiers in Psychology, 12, 703580. https://doi:10.3389/fpsyg.2021.703580.
Scheiber, C., Reynolds, M. R., Hajovsky, D. B., & Kaufman, A.S. (2015). Gender differences in achievement in a large, nationally representative sample of children and adolescents. Psychology in the Schools, 52(4), 335–348. https://doi:10.1002/pits21827.
Stoet, G. & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581-593.
Tetteh, H. N. K., Wilmot, E. M. & Ashong, D. (2018). Gender differences in performance in mathematics among pre-service teachers in the Brong- Ahafo Region of Ghana, International Journal of Education, Learning and Development, 6(5), 38-45.
Usher, E. L. & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796.
Voyer, D. & Voyer, S. D. (2014). Gender differences in scholastic achievement: a meta-analysis. Psychological Bulletin, 140(4), 1174–1204. https://doi:10.1037/a0036620.
West African Examinations Council (2023). Chief Examiners’ Report. Accra: Ghana.
Wigfield, A. & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational psychology, 25(1), 68-81.
Yarkwah, C. & Donkor, M. (2019). Research Methods in Mathematics Education. University of Cape Coast, Cape Coast, Ghana: CoDE publications.
Adams, R. B., Barber, B. M., & Odean, T. (2019). The Math Gender Gap and Women's Career Outcomes. Available at SSRN 2933241.
Ajai, J. T. & Imoko, I.I. (2015). Gender differences in mathematics achievement and retention scores: A case of problem-based learning method. International Journal of Research in Education and Science, 1(1), 45- 50.
Anokye-Poku, D. & Ampadu, E. (2020). Gender differences in attitudes and achievement in mathematics among Ghanaian JHS Students. International Journal of Education, 12(3), 84-95.
Armah, S. E., Akayuure, P., & Armah, R. B. (2021). A comparative study of male and female distance learners’ mathematics achievement. Contemporary Mathematics and Science Education, 2(1), ep21001. https://doi.org/10.30935/conmaths/9288
Asante, K. O. (2010). Sex differences in mathematics performance among senior high students in Ghana. Gender and Behaviour, 8(2), 3279-3289. https://doi.org/10.4314/gab.v8i2.61947
Battey, D. (2013). Good mathematics teaching for students of color and those in poverty: the importance of relational interactions within instruction. Educational Studies in Mathematics, 82(1), 125-144. https://doi.org/10.1007/s10649-012-9412-z
Belloum, A. S., Koulouzis, S., Wiktorski, T., & Manieri, A. (2019). Bridging the demand and the offer in data science. Concurrency and Computation: Practice and Experience, 31(17), e5200.
Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David Mckay Co Inc.
Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed method approaches. London: Sage Publications.
Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math–gender stereotypes in elementary school children. Child development, 82(3), 766-779.
Efa, Y. & Frimpong, S. A. M. (2023). Effect of Gender on Senior High School Students' Performance and Perception of Core Mathematics in the Cape Coast Metropolis of Ghana. African Journal of Educational Studies in Mathematics and Sciences, 19(1), 45–73.
Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychological Bulletin, 136(1), 103-127.
Erdoğan, A., Baloğlu, M., & Kesici, Ş. (2011). Gender differences in geometry and mathematics achievement and self-efficacy beliefs in geometry. Eurasian Journal of Educational Research, 43, 91-106.
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66, 153-166. https://doi.org/10.1007/S11199-011-9996-2.
Hutchison, J., Lyons, I., & Ansari, D. (2019). More similar than different: gender differences in children’s basic numeracy skills are the exception, not the rule. Child Development 90(1), 66–79. https://doi:10.1111/cdev.13044
Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A., & Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta‐analysis. Psychology of women quarterly, 14(3), 299-324.
Kersey, A. J., Braham, E. J., Csumitta, K. D., Libertus, M. E., and Cantlon, J. F. (2018). No intrinsic gender differences in children’s earliest numerical abilities. NPJ Science of Learning, 3(1), 12. https://doi:10.1038/s41539-018-0028-7
Lindberg, S.M., Hyde, J.S., Petersen, J.L., & Linn, M.C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123–1135. https://doi.org/10.1037/a0021276.
Master, A. H., & Meltzoff, A. N. (2020). Cultural stereotypes and sense of belonging contribute to gender gaps in STEM. Grantee Submission, 12(1), 152-198.
Mata, M. L., Monteiro, V., & Piexoto, F. (2012). Attitude towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research, 2012(1). https://doi.org/10.1155/2012/876028.
Muhawenimana, P. & Mutarutinya, V. (2023). Impact of gender differences on students’ performance in mathematics within selected secondary schools of Gicumbi District, Rwanda. Journal of Research Innovation and Implications in Education, 7(1), 188–199.
Musimenta, A., Adyanga, F. A., & Sekiwu, D. (2020). Gender and performance disparity in mathematics: A study of Southwestern Uganda. Journal of Educational Research, 8(4), 664–673.
Pimentel, J. L. (2010). A note on the usage of the Likert scaling for research data analysis. USM R & D Journal, 18(2), 109-112.
Pina, V., Martella, D., Chacón-Moscoso, S., Saracostti, M., & Fenollar-Cortés, J. (2021). Gender-based performance in mathematical facts and calculations in two elementary school samples from Chile and Spain: An exploratory study. Frontiers in Psychology, 12, 703580. https://doi:10.3389/fpsyg.2021.703580.
Scheiber, C., Reynolds, M. R., Hajovsky, D. B., & Kaufman, A.S. (2015). Gender differences in achievement in a large, nationally representative sample of children and adolescents. Psychology in the Schools, 52(4), 335–348. https://doi:10.1002/pits21827.
Stoet, G. & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581-593.
Tetteh, H. N. K., Wilmot, E. M. & Ashong, D. (2018). Gender differences in performance in mathematics among pre-service teachers in the Brong- Ahafo Region of Ghana, International Journal of Education, Learning and Development, 6(5), 38-45.
Usher, E. L. & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796.
Voyer, D. & Voyer, S. D. (2014). Gender differences in scholastic achievement: a meta-analysis. Psychological Bulletin, 140(4), 1174–1204. https://doi:10.1037/a0036620.
West African Examinations Council (2023). Chief Examiners’ Report. Accra: Ghana.
Wigfield, A. & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational psychology, 25(1), 68-81.
Yarkwah, C. & Donkor, M. (2019). Research Methods in Mathematics Education. University of Cape Coast, Cape Coast, Ghana: CoDE publications.