Research Article

An assessment of core mathematics performance of selected single-sex schools in the Cape Coast Metropolis, Ghana

Gideon Mensah Banson 1 * , Ernest Osei 1 , Frank Koduah 2 , Francis Ekow Bediako 3
More Detail
1 Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, GHANA2 Donkorkrom Agric. Senior High School, Donkorkrom, GHANA3 University of Cape Coast, Cape Coast, GHANA* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 7(3), October 2023, 135-139, https://doi.org/10.30935/mjosbr/13379
Published Online: 10 June 2023, Published: 01 September 2023
OPEN ACCESS   537 Views   289 Downloads
Download Full Text (PDF)

ABSTRACT

This cross-sectional study was designed to compare gender difference in mathematics achievement in four selected single-sex senior high schools in Ghana. Results of 18,781 students from the selected schools were analyzed based on the final examinations, West African senior school certificate examination (WASSCE) data for 2009, 2011, 2012, 2013, 2014, 2015, 2016, 2017, and 2018-year groups. In 2010, there was no examination; thus, the data analyzed excluded that of 2010. The results are graded from grade A1 to F9 so to ensure clarity in the results, grades were coded from 1 to 9. The grades were coded to correspond with the codes, ranging from the highest grade (A1) to the lowest (F9). The findings indicated that girls performed better than boys and the independent sampling t-test also showed there was a significant difference in the performance of girls and boys. This indicates that there is no equality in core mathematics performance of boys and girls. Teachers of mathematics are encouraged to identify underlying factors that account for the disparity in performance and also to ensure that students of both gender exhibit excellent performance in mathematics.

CITATION (APA)

Banson, G. M., Osei, E., Koduah, F., & Bediako, F. E. (2023). An assessment of core mathematics performance of selected single-sex schools in the Cape Coast Metropolis, Ghana. Mediterranean Journal of Social & Behavioral Research, 7(3), 135-139. https://doi.org/10.30935/mjosbr/13379

REFERENCES

  1. 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
  2. Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8(1), 36-41. https://doi.org/10.1111/cdep.12059
  3. Dowker, A., Cheriton, O., Horton, R., & Mark, W. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100(3), 211-230. https://doi.org/10.1007/s10649-019-9880-5
  4. Fennema, E. (2000). Gender and mathematics: What is known and what I wish was known? Wisconsin Center for Educational Research. http://archive.wceruw.org/nise/News_Activities/Forums/Fennemapaper.htm
  5. Frost, L. A., Hyde, J. S., & Fennema, E. (1994). Gender, mathematics performance, and mathematics-related attitudes and affect: A meta-analysis synthesis. International Journal of Educational Research, 21, 373-385. https://doi.org/10.1016/S0883-0355(06)80026-1
  6. Goodchild, S., & Grevholm, B. (2009). An exploratory study of mathematics test results: What is the gender effect? International Journal of Science and Mathematics Education, 7(1), 161-182. https://doi.org/10.1007/s10763-007-9114-7
  7. Hanna, G. (1989). Mathematics achievement of girls and boys in grade eight: Results from twenty countries. Educational Studies in Mathematics, 20, 225-232. https://doi.org/10.1007/BF00579464
  8. Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 mete-analysis relating to achievement. Routledge.
  9. Hydea, J. S., & Mertzb, J. E. (2009). Gender, culture, and mathematics performance. PNAS, 106(22), 8801-8807. https://doi.org/10.1073/pnas.0901265106
  10. Kaiser-Messmer, G. (1994). Result of an empirical study into gender differences in attitudes towards mathematics. Educational Studies in Mathematics Journal, 25, 209-216. https://doi.org/10.1007/BF01273862
  11. Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement.
  12. Muthukrishna, N., & Kwela, C. B. (2010). Gender differences in mathematics achievement: An exploratory study at a primary school in KwaZulu-Natal. Gender and Behaviour, 8(2), 3290-3313. https://doi.org/10.4314/gab.v8i2.61948
  13. OECD. (2004). Learning for tomorrow’s world: First results from PISA 2003. OECD Publications. https://doi.org/10.1787/9789264006416-en
  14. Weidinger, A. F., Steinmayr, R., & Spinath, B. (2019). Ability self-concept formation in elementary school: No dimensional comparison effects across time. Developmental Psychology, 55(5), 1005-1018. https://doi.org/10.1037/dev0000695