Unlocking Academic Success: Unveiling Gender Disparities in High School Mathematics Performance in Assin North, Ghana

A recent article by Amoah, E. (2024) titled “Gender and other Significant Factors Causing Disparities in Senior High School Students’ Mathematics Performance” published in Turkish Journal of Computer and Mathematics Education shows that male students scored significantly higher than female students in mathematics, with a mean difference of 7.0.

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The study reveals a significant gender gap in mathematics performance among senior high school students, emphasizing key factors and recommendations. – Amoah, E. 2024

This study delves into the factors impacting the academic performance of senior high school students in mathematics, with a specific focus on gender discrepancies. The author’s objective is to provide a comprehensive understanding of the reasons behind the gender gap in mathematics achievement within the Assin North District of Ghana. Employing a cross-sectional survey design, the study incorporates a mathematics achievement test and a questionnaire to gather and analyze data from 500 final-year students spanning three public senior high schools. The author presents the study’s outcomes, indicating that male students demonstrated higher proficiency in mathematics compared to their female counterparts. Additionally, the research identifies key influential factors such as self-assurance, self-regard, teacher expertise, teaching methods, and the school environment. Furthermore, the study explores the implications of these findings for mathematics education and puts forth recommendations aimed at enhancing teaching and learning practices.

How the Study was Conducted

The author employed a mathematics achievement test and questionnaires to gather data from 500 final-year students across three public senior high schools in the Assin North District, Ghana. The test was scored out of 100 and the questionnaires measured various student-related, teacher-related, and school-related factors that may affect mathematics performance. The author used descriptive statistics to summarize the demographics and test score distribution of the students and to compare the mean scores of male and female students. In addition, the author also employed an independent-samples t-test to determine if the gender difference in mathematics performance was statistically significant. A probit regression analysis was also employed to evaluate the effect of various factors on students’ success or failure in mathematics.

What the Authors Found

The author found that male students scored significantly higher than female students in mathematics, with a mean difference of 7.0. This result is consistent with previous research that has identified gender disparities in mathematics achievement. The author also found that self-assurance and self-regard were significant predictors of mathematics performance. Positive self-assurance was associated with better performance, while negative self-regard was linked to lower performance. Socioeconomic background did not significantly affect performance. In addition, the author posits that school environment and teacher motivation were significant factors affecting mathematics performance. A negative school environment and lack of teacher motivation were associated with lower performance. Teacher subject matter knowledge, methods of teaching, and pupil interaction also significantly affected performance.

Why is this Important

Gender-responsive pedagogies: The study advocates for the implementation of gender-responsive pedagogies by senior high school mathematics teachers, to address the gender gap in mathematics performance. Gender-responsive pedagogies are teaching approaches that recognize and respond to the specific needs and interests of both male and female students and aim to promote gender equality and equity in education.
Self-assurance and self-regard interventions: The study identifies self-assurance and self-regard as significant student-related factors influencing mathematics performance. Positive self-assurance and self-regard are associated with better performance, while negative self-assurance and self-regard are linked to lower performance.

What the Authors Recommend

• The study suggests that interventions to enhance students’ self-assurance and self-regard, such as providing positive feedback, encouraging self-reflection, and fostering a growth mindset, may improve their mathematics achievement.
• The study recommends the formation of professional learning communities at the school level, to facilitate ongoing improvement in teachers’ knowledge, motivation, and instructional styles. Professional learning communities are groups of educators who collaborate regularly to share best practices, reflect on their practice, and engage in collective inquiry and learning.
• The authors emphasize the crucial role of teachers in enhancing students’ mathematics achievement, and suggest that teachers need to be well-trained, motivated, and supported to use effective pedagogical strategies and assessment methods.
• The authors point out the influence of school-related factors such as infrastructure, facilities, materials, and climate on students’ mathematics performance, and recommend that schools ensure that students have access to sufficient and quality resources and a safe and supportive learning atmosphere.

In conclusion, this comprehensive study sheds light on the intricacies of gender disparities in mathematics performance among senior high school students in the Assin North District of Ghana. The findings underscore the significance of addressing not only academic factors but also the influence of self-assurance, self-regard, teacher expertise, teaching methods, and the overall school environment. Recognizing the identified gender gap, the study emphasizes the importance of gender-responsive pedagogies and interventions to foster positive self-assurance and self-regard. Furthermore, it highlights the pivotal role of teachers and recommends ongoing professional development through learning communities. By implementing these recommendations, schools can create an inclusive and supportive atmosphere, ensuring that both male and female students have equal opportunities to excel in mathematics, ultimately contributing to a more equitable and enriching educational experience.