Sex-related differences in mathematics for a sample of Year 4 primary school children

Abstract

Sex-related differences m achievement and attitude towards mathematics is an issue which has gained importance in the educational sphere. Sex-related differences in achievement are looked at by analysing the marks obtained by 1054 year 4 pupils in each item set in the National Annual Mathematics Examination of June 1991. Sexrelated differences in the affective domain are studied by investigating the source of motivation, the predominant problem-solving process, the means of achieving satisfaction and the belief about mathematics of 24 year 4 pupils, as they were manifested during several problemsolving sessions. The research showed that more boys than girls were found to be task-involved. However most of the pupils were more authority oriented. In this latter category girls were found in a relatively greater number. It was found also that female pupils achieved more than male pupils in the national examination. There is a possibility that the female pupils' stronger inclination towards teachers' authority helped them more than boys to work hand in hand with their teachers to achieve successful marks in the examination.