Motivational and Mathematics Achievement Differences of Male and Female Primary School Students

Abstract

The study was designed to examine the motivational and mathematics achievement differences between male and female primary school students. To achieve this, a descriptive survey design was used. There were a total of 281 students in the primary school. Of these, 162 students (82 males and 80 females) were selected as participants using systematic random sampling after stratification by sex. Data were acquired through both adopted and self-developed instruments for measuring the mathematics and motivational differences between male and female students. The validity and reliability of the instruments were enhanced through a pilot study and the adoption of some already validated items. Cronbach’s α was calculated to check the reliability of the instruments. While an independent t-test was employed to compare means, multiple regression analysis was conducted to investigate the role of motivational variables in predicting mathematics achievement among primary school students. Accordingly, the independent sample t-test revealed that boys, on average, scored higher than girls in all variables. Correlation analysis showed a high relationship between self-efficacy and mathematics achievement. Results of multiple regression analysis suggested that the contribution of self-efficacy beliefs was by far the greatest for both sexes. Furthermore, the study indicated that there is a gender difference in mathematics achievement between male and female students. Finally, the implications for improving students’ learning are highlighted.