Abstract
This study examines potential gender and school location differences in the mathematics achievement of the Jordanian schools. The sample size consisted of more than (400) students for both genders and school location at (10) schools randomly selected in the Ma'an governorate in the scholastic year (2014/2015) second semester. To achieve the objective of the study, the mathematics achievement test was constructed by adopting TIMSS items after verifying its validity and reliability. The results for both genders and school location were compared. The results showed than the male students higher achievement in mathematics than the female students, and students in urban schools achieved higher scores than their peers in rural and badia schools.
Highlights
The mathematical sciences are essential to the national interest of any modern society
Mathematics achievement in relation to gender differences has been studied intensively over the past more than three decades (Ackerman, 2006; Ai, 2002; Deborah, 1989; El Hassan, 2001; Kessels & Hannover, 2007; Low & Over, 1993; Uekawa and Lange, 1998; Young, 1994).Many researchers have found no relationship between gender and mathematics achievement, for example, Young (1994) studied 3, 7, and 10 grades in Western Australia in relation to gender differences in mathematics achievement, he found that both genders in grade 3 and grade seven had identical mean scores in achievement tests
The differences between males and females are due to sociocultural factors that differ (Kane &Mertz, 2012), so the other potential reasons for this finding the sociocultural factors differ among governorates in Jordan, and that these factors can be changed from time to time
Summary
The mathematical sciences are essential to the national interest of any modern society. To continue to advance in mathematics achievement, Jordan and other countries are concerned with high quality math instruction received by all students. Zabel and Nigro (2001) found that juvenile offenders exhibited no significant relationships between gender and some topics of mathematics. For grades (7-10) in Los Angeles, Ai (2002) reported that no relationship between two groups of high achieving students in their initial status and growth rate in relation to mathematics scores. Ackerman (2006) considered that both gender have the same cognitive ability
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