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ERIC Number: EJ1105194
Record Type: Journal
Publication Date: 2015
Pages: 7
Abstractor: As Provided
ISSN: EISSN-2148-9955
Gender Differences in Mathematics Achievement and Retention Scores: A Case of Problem-Based Learning Method
Ajai, John T.; Imoko, Benjamin I.
International Journal of Research in Education and Science, v1 n1 p45-50 Win 2015
This study was undertaken to assess gender differences in mathematics achievement and retention by using Problem-Based Learning (PBL). The design of the study was pre-posttest quasi-experimental. Four hundred and twenty eight senior secondary one (SS I) students using multistage sampling from ten grant-aided and government schools were involved in the study. Two hundred and sixty one male students and one hundred and sixty seven female students were taught algebra using PBL method of instruction. Algebra Achievement Test (AAT) constructed by the researchers was the main instrument used for data collection. Two hypotheses were raised for the study and tested using t-test at 0.05 level of significance. The study revealed that male and female students taught algebra using PBL did not significantly differ in achievement and retention scores, thereby revealing that male and female students are capable of competing and collaborating in mathematics. In addition, this finding showed that performance is a function of orientation, not gender. The studies recommend the use of PBL by mathematics teachers to overcome the male image of mathematics and enhance students' (male and female) achievement and retention.
International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria
Grant or Contract Numbers: N/A