Gender Differences and Mathematics Achievement of Senior High School Students: A Case of Ghana National College

Autor/inn/en	Arhin, Ato Kwamina; Offoe, Adelaide Koryoe
Titel	Gender Differences and Mathematics Achievement of Senior High School Students: A Case of Ghana National College
Quelle	In: Journal of Education and Practice, 6 (2015) 33, S.67-74 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Gender Differences; Mathematics Instruction; Experimental Groups; Control Groups; Mathematics Achievement; High School Students; Mathematics Tests; Statistical Analysis; Scores; Problem Solving; Teaching Methods; Task Analysis; Quasiexperimental Design; Pretests Posttests; Ghana + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse
Abstract	A quasi-experimental research was conducted to find out differences in mathematics performance of students using performance assessment-driven instructions at the senior high school level at Ghana National College in Cape Coast. Two Form 1 science classes were used for the study and were assigned as experimental and control groups. These two classes were randomly chosen for the study. The experimental group consisted of forty-two students and the control group forty students. Data was collected through the use of an open ended test in mathematics. The independent sample t-test and paired sample t-test were used to find the differences between the groups. The experimental group differed significantly on the post-test scores from the control group. This study identified that PA-driven instruction improved students' problem-solving abilities and showed no bias among gender. It is recommended that mathematics teachers use PA-driven instructions and performance assessment task in their mathematics lessons. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01