Gender Differences in Mathematics Achievement of Deaf Students in Ashanti School for the Deaf, Ghana

Abstract

Anchored on the socio-cultural theory of learning, this intact group comparison posttest-only research analyzed gender differences in Mathematics achievement of Deaf students in Ashanti School for the Deaf on the Ghana National Education Assessment Test for Primary Six (NEA-P6) in order to provide empirical information for educational practice in that school. One research question and one hypothesis were formulated to guide the study. Out of a population of 29 Primary Six students, a sample of 16 matched students (8 males and 8 females) aged 14 to 19 years with an average pure tone air conduction hearing loss of 101dB, participated in the study. A t-test for dependent samples was used to determine the mean differences between the two group means because the study involved matched participants chosen from a single population. Findings of the study indicated slightly higher mean achievement levels for female participants than that of their male counterparts. Implications for practice and further studies were discussed.