Year: 2023
Type: article
Study design: Observational Study
Abstract: Issue: This study on mathematics and gender dichotomy with respect to item statistics adopted an ex-post facto research design. Methods: A sample of 92 final year students (46 males and 46 females) was drawn through purposive sampling technique from selected secondary schools in Delta State, Nigeria. A 50-item multiple choice test used by the West African Examinations Council (WAEC) in 2010 constituted the instrument for the study. Findings: The independent t-test analysis showed that the mean item statistics was statistically significant in favour of the male students. Conclusion and Recommendation: Mathematics items appeared easier to the males compared to the females. It was recommended that raw scores and item statistics should be used when determining gender distinctions in mathematics achievement to give room for comparison.
Source: European Modern Studies Journal
Author: Ossai Peter Agbadobi Uloku
Institution: Delta State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4385079769