Gender Differences in Mathematics Achievement, Attitudes, and Learning Experiences among Junior High School Students in Ghana: Evidence from the Ejisu Municipality

Source abstract

Gender disparities in mathematics participation and achievement remain an important concern because of their implications for educational equity and subsequent participation in science, technology, engineering, and mathematics (STEM). This study examined gender differences in mathematics achievement, attitudes, and learning experiences among Junior High School students in the Ejisu Municipality of Ghana. A quantitative cross-sectional survey design was employed. The study involved 241 students (108 males and 133 females) drawn from four model Junior High Schools. Data were obtained from students’ questionnaire responses and mathematics examination records. Descriptive statistics were used to summarise achievement, attitudes, learning support, and perceived challenges, while chi-square tests of independence were used to examine gender differences in categorical achievement and interest outcomes. The results indicated a statistically significant association between gender and mathematics pass status, χ²(1, N = 241) = 16.62, p < .001, ϕ = .263. The pass rate was 52.8% among male students compared with 27.1% among female students. Gender was also significantly associated with reported positive interest in mathematics, χ²(1, N = 241) = 18.86, p < .001, ϕ = .280, with 72.2% of male students and 44.4% of female students reporting positive interest. Teachers were the most frequently reported source of mathematics learning support (100%), followed by parents (62%), peers (58%), and home tutors (41%). Difficulty understanding mathematical concepts (68%), lack of confidence (61%), and mathematics anxiety (57%) were the most frequently reported learning challenges. The findings demonstrate gender-associated differences in mathematics achievement and interest within the participating schools. Because the study was cross-sectional and restricted to four schools in one municipality, the findings should not be interpreted as evidence of causal effects or generalised uncritically to all Ghanaian students. The results nevertheless highlight the importance of further investigating the educational and psychosocial conditions associated with gender differences in mathematics learning.