Gender differences in math achievement, students' attitudes, and teachers' beliefs. (c2011)

Abstract

The purpose of this study was to reinforce research on gender differences in math education in Lebanon by studying the topic as it pertains to students’ attitudes and achievement, teachers’ beliefs, as well as teachers’ differential behavior with boys and girls. The sample consisted of 171 students in grades 7, 8 and 9 and their three corresponding math teachers. The researcher administered questionnaires to students concerning their attitudes toward math, interviewed teachers and conducted classroom observations. The results of the study showed that girls and boys in grades 7, 8 and 9 held similar moderately positive attitudes toward mathematics. With respect to achievement, no significant differences were found in math averages between boys and girls. Results also showed that teachers were not gender biased in their choice of the most successful students. They attributed girls’ success to ability and effort whereas boys’ success was attributed to ability and intrinsic motivation. Finally, the classroom observations showed that the number of boys who participated in class exceeded that of girls. In addition, a higher number of boys were called to the board or asked to answer a question.