Gender Differences in Mathematical Performance

The following study examines the possibility of gender differences in mathematical performance. The study differs from previously conducted studies in that: 1) the influence upon achievement in mathematics from general intelligence was statistically controlled; 2) the subjects involved in the study fell within the normal range of intelligence and do not indicate difficulty in learning, and 3) the subjects' performance were analyzed at grade levels two, four and six which are lower grade levels than the majority of previous studies. Normal Curve Equivalency (NCE) scores from science Research Associates (SRA) Achievement Series at grade levels two, four and six were collected over the past eleven years of administrations. A set of three mathematics NCE scores for each student in each grade level was included, those being: Mathematics Concepts, Mathematics Computations and Total Mathematics. A Wechsler test of intelligence was administered to the subjects during their first grade year. The Full Scale Intelligence Quotient Score was covaried out to control for influence of intelligence and it also indicated those subjects whose scores were in the normal range to include them in the study. A multivariate analysis of covariance with repeated measures was used along with a test of magnitude of effect to determine whether gender differences are indicated. Follow-up multiple comparisons, if significance was indicated, using the Scheffel Test explains where the group mean difference has occurred. No gender and gender by testing grade level differences of significance were noted. A significant difference was found when the testing grades were compared. Testing of group means using the Scheffel test indicated that there is a downward trend in performance on the mathematical tasks. There were no differences in the s kill areas tested, they e ach followed the similar decrease in NCE scores.