Sex Differences in Mathematics Achievement and Attitude toward Mathematics

Bibliographic Data

ID13662641
AuthorsNosisa P Nyangeni (Department of Science, Cicira College of Education, corresponding author), Michael J Glencross (Department of Mathematics and Science Education, University of Transkei)
Year1997
Volume80
Issue2
Pages603-608
Publication date1997-04-01
Open AccessYes
TypeARTICLE
VenuePsychological Reports (JOURNAL)
Journal identifiersISSN: 0033-2941 • E-ISSN: 1558-691X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1997.80.2.603
OpenAlexW2083665610
LanguageEN
Citations received6
References cited20

In a study of sex differences in mathematics achievement and attitude toward mathematics, a sample of 278 Standard 10 (Grade 12) students (95 boys and 183 girls) from seven senior secondary schools in the Umtata district of Transkei, South Africa, wrote tests in algebra and geometry and completed an attitude questionnaire. Analysis showed no significant difference between the mean scores of boys and girls in algebra but a significant difference between scores in geometry, with the mean score of boys being greater than that of girls. There was no significant difference between the mean scores of boys and girls on the Attitude Toward Mathematics scale, although boys had a significantly more positive Attitude Toward Geometry than girls. Significant low correlations were found between scores on Attitudes Toward Mathematics and scores in mathematics and between scores on Attitudes Toward Geometry and scores in geometry

Geometry · Mathematics education · Positive attitude · Significant difference · Statistics · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Mathematics · Mathematics Education and Teaching Techniques · Psychology · Social Psychology

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