Relationship between Gender and Performance with Respect to a Basic Math Skills Quiz in Statistics Courses in Lebanon

The present research investigated whether gender differences affect performance in a simple math quiz in statistics course. Participants of this study comprised a sample of 567 statistics students in two different universities in Lebanon. Data were collected through a simple math quiz. Analysis of quantitative data indicated that there wasn’t a significant difference in math performance between males and females. The results suggest that improvements in student performance may depend on improved mastery of basic algebra especially for females. The implications of these findings and further recommendations were discussed.

Authors:

• Hiba Naccache

Keywords:

• Gender
• education
• math
• statistics.

References:

[1] Hyde, J. S., Fennema, E. H., and Lamon, S. J. (1990). Gender
Differences in Mathematics Performance: A Meta-Analysis.
Psychological Bulletin 107, 139-55.
[2] Ryan, A. M., Hicks, L., & Midgley, C. (1997). Social goals, academic
goals, and avoiding seeking help in the classroom. Journal of Early
Adolescence, 17, 152–171
[3] Campbell, P. B. (1995). Redefiningthe"girlproblem"in mathematics. In
W. G. Secada, E. Fennema, & L. B. Adjian (Eds.),
Newdirectionsforequity in mathematics education (pp. 225-241).
Cambridge: Cambridge University Press.
[4] Marra, R.; Rogers, K.A.; Shen, D.; & Bogue, B. (2009). "A Multi-Year,
Multi-Institution Study of Women Engineering Student Self-Efficacy,"
Journal of Engineering Education, 98, 1 – 12.
[5] Fennema E & Leder G (eds) 1990. Mathematics and gender: Influences
on teachers and students. New York: Teachers college press.
[6] Kenney-Benson, Gwen A.; Pomerantz, Eva M.; Ryan, Allison M.;
Patrick, Helen. Sex differences in math performance: The role of
children's approach to schoolwork. Developmental Psychology, Vol
42(1), Jan 2006, 11-26. http://dx.doi.org/10.1037/0012-1649.42.1.11
[7] Griffiths J.L. (1974). An Exploratory Analysis of Attitudes towards
Mathematics Held by Student Teachers and Practicing teachers and
Children in primary Schools. M. Lit Thesis, University of Bristol
(Unpublished).
[8] Meece, J. L., & Holt, K. (1993). A pattern analysis of students’
achievement goals. Journal of Educational Psychology, 85, 582–590.
[9] Achenbach, R. M., Dumenci, L., & Rescorla, L. A. (2002). Is American
student behavior getting worse? Teacher ratings over an 18-year period.
School Psychology Review, 31, 428 – 442.
[10] Kimball, M. M. (1989). A New Perspective on Women's Mathematics
Achievement. Psychological Bulletin 105, 198-214
[11] Mullis, I. V. S., Martin, M. O., Fierros, E. G., Goldberg, A. L., &
Stemler, S. E. (2000). Gender differences in achievement: IEA's Third
International Mathematics and Science Study. Chestnut Hill, MA:
Boston College.
[12] Feingold, A. (1994). Gender differences in personality: A meta-analysis.
Psychological Bulletin, 116, 429 – 456.
[13] Maccoby, E. E. (1990). Gender and relationships: A developmental
account. American Psychologist, 45, 513–520.
[14] Bosire, J. (1997). Grim Statistics on Girls Education, Daily Nation,
March 15 P. 16.
[15] Campbell, P. B. (1995). Redefiningthe"girlproblem"in mathematics. In
W. G. Secada, E. Fennema, & L. B. Adjian (Eds.),
Newdirectionsforequity in mathematics education (pp. 225-241).
Cambridge: Cambridge University Press.
[16] Dalton, B., Ingels, S. J., Downing, J., & Bozick, R. (2007). Advanced
Mathematics and Science Course-Taking in the Spring HighSchool
Senior Classes of 1982, 1992, and 2004 (NCES 2007-312). Washington,
DC: National Center for Education Statistics, Institute of Education
Sciences, U.S. Department of Education.
[17] Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the
school psychological environment and early adolescents’ psychological
and behavioral functioning in school: The mediating role of goals and
belonging. Journal of Educational Psychology, 88, 408 – 422.
[18] Stipek, D., & Gralinski, J. H. (1996). Children’s beliefs about
intelligence and school performance. Journal of Educational Psychology,
88, 397– 40.
[19] Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal
orientations, perceived academic competence, and grades across the
transition to middle-level schools. Contemporary Educational
Psychology, 22, 269 –298
[20] American College Testing Program. (1997). the high school profile
report, 1990 –1997. Iowa City, IA: Author
[21] Jacobs, J. E. (1991). The influence of gender stereotypes on parent and
child mathematics attitudes. Journal of Educational Psychology, 83, 518
–527.
[22] Dwyer, C., & Johnson, L. (1997). Grades, accomplishments, and
correlates. In W. Willingham & N. Cole (Eds.), Gender and fair
assessment (pp. 127–156). Mahwah, NJ: Erlbaum
[23] Fennema, E., & Hart, L. E. (1994). Gender and the JRME. Journal for
Research in Mathematics Education, 25(6), 648-696
[24] Fennema, E., & Peterson, P. (1985). Autonomous learning behavior: A
possible explanation of gender-related differences in mathematics. In L.
C. Wilkinson & C. B. Marrett (Eds.), Gender influences in classroom
interaction (pp. 17-35). New York: Academic Press.
[25] Ballard.C; Marianne F. Johnson (Profiled Author: Charles L Ballard)
Basic Math Skills and Performance in an Introductory Economics
ClassJournal of Economic Education. 2004; 35 (1):3-23.