Female Students In Mathematics Research Articles

The effectiveness of a proposed strategy according to the Fraunhofer model of knowledge management in the achievement of second intermediate female students in mathematics

The goal of the research is to identify the effectiveness of using a proposed strategy according to the Fraunhofer model of knowledge management in mathematics achievement for second-grade female students in middle and high schools affiliated with the General Directorate of Education in Baghdad / Al-Karkh II. The objective was to prove the following null hypothesis: "The average scores of the experimental group who will study with the proposed strategy according to the Fraunhofer model and the scores of the control group students who will study in the usual way in the mathematics achievement test are not statistically significant different at the significance level (0.05)." The General Directorate of Education of Baghdad / Al-Karkh II identified the research population, which represents middle and secondary schools for girls. Sayyida Zainab (peace be upon her) middle school was specifically selected as the research sample, which was divided into two groups and included sixty-one female students in the second middle grade. For the experimental group, represented by Section (A), there were thirty-three female students; for the control group, represented by Section (C), there were twenty-eight female students. Achievement test was developed to gather data for the study. Its final form included 36 objective items of the multiple choice type with four alternatives. Parity was carried out statistically between the female students of the experimental and control groups in the variables (previous achievement in mathematics, previous mathematical knowledge, intelligence). Appropriate statistical techniques were applied when administering the test to the female students in the experimental and control groups (difficulty and ease coefficient, discrimination coefficient, efficacy of alternatives). After the two researchers applied suitable statistical techniques to analyze the data and administer a test like the Leaven's test, the results showed that teaching with the suggested strategy according to the Fraunhofer model of knowledge management has a significant impact in improving the achievement of the female students of the experimental group compared to the control group. Its psychometric properties were acknowledged.

The Influence of Peers on the Gender Divide Within Secondary Technology Education in Aotearoa, New Zealand

According to New Zealand government statistics, there is a consistent male–female divide within technology education in secondary schools, resulting in an ongoing underrepresentation of male students in fashion and textiles and female students in computer science and resistant materials learning areas. This underrepresentation is concerning as it contradicts the inclusion promoted in the New Zealand Curriculum and may contribute to reduced opportunities for a talented and diverse workforce. A large body of literature is dedicated to the underrepresentation of female students in STEM fields and has predominantly focused on female students in mathematics and science. However, minimal research focuses on the technology curriculum within the Aotearoa New Zealand context. This qualitative exploratory study investigated students’ perceptions of gender-typing and gender stereotypes within technology education and the experiences of students engaged in technology subjects in which they are gender minorities. Data were gathered through semi-structured interviews. The findings from the thematic analysis revealed that peers and the need for social connection impacted the experiences of gender minority students in their class and influenced their subject selection.

Gender Dynamics in High School Mathematics Education: Impact of Teachers and School Environment on Female Students Attitudes and Achievement

This study investigates the impact of teacher gender and school type on the attitudes and academic performance of female high school students in mathematics. Utilizing a sample of 262 final-year high school girls and 10 mathematics teachers from both mixed-gender and single-sex schools in the Sunyani West District located in Ghana, the study employs surveys and achievement tests to gather quantitative data. Statistical analyses reveal several key findings. Male and female teachers shared similar beliefs regarding female students in general. Significant differences emerged in perceptions of students' mathematical abilities. Girls taught by male teachers exhibited lower anxiety levels (t (260) > 1.96, p < 0.05) and higher self-confidence (t (260) > 1.96, p < 0.05) in mathematics compared to those taught by female teachers. Additionally, mixed-gender schools fostered more positive attitudes towards mathematics among female students compared to single-sex schools (t (260) > 1.96, p < 0.05). There were positive correlations observed between students' attitudes towards mathematics and their academic performance, highlighting the importance of teacher-student relationships in shaping students' perceptions and achievements in mathematics. These findings underscore the need for inclusive teaching practices and the recruitment of qualified mathematics educators to support the academic success of female students in mathematics. Future research could explore the disparate treatment of male and female students in mathematics classrooms and investigate effective pedagogical strategies to promote equitable learning outcomes.

The Impact of Information and Communication Technologies (ICT)-Based Education on the Mathematics Academic Enthusiasm

The main objective of this study is to investigate the impact of Information and Communication Technologies (ICT)-based education on the academic enthusiasm of eleventh-grade female students in mathematics. The study was conducted in a secondary school in the United Arab Emirates during the first semester of 2020-2021, using a quasi-experimental methodology. A school with the necessary facilities for ICT-based education was chosen, and two classes were randomly assigned as control and experimental groups. The study utilized the Mathematics Academic Enthusiasm (MAE) questionnaire, which included three subscales: cognitive, behavioural, and emotional. The study's findings revealed that the ICT-based education method had a more significant impact on students' MAE for the cognitive and behavioural subscales in comparison to traditional education methods. However, there was no significant impact observed on the emotional subscale. The study recommends further examination of students' enthusiasm for other new educational methods and investigating the impact of ICT on other variables such as mathematical achievement, motivation, and beliefs towards mathematics.
 
 Received: 28 February 2023 / Accepted: 19 April 2023 / Published: 5 May 2023

Gender Difference Influence Students’ Performance in Learning Math in Secondary Schools

As mathematics has been viewed for decades as a strereotyped male domain, gender differences in mathematics learning have received strong attention from scholars. This study, therefore, investigates the influences of gender differences on students’ performance in learning math in secondary school context. The study used a synthesis research. This method of research is undertaken by synthesizing any relevant studies in order to draw conclusion. Some empirical studies investigating the issues of gender difference and learning match were carefully analyzed and synthesized to draw the links between gender differences and secondary students’ academic achievements in learning math. The findings show that male students outperform female students in mathematics learning for three reasons. First, social gender stereotypes about students’ math ability may lead students to endorse math-gender stereotype themselves. This kind of stereotype makes male students more confident whereas female students become more anxious. Second, personality and spatial ability, as representors in mentality, have commonly been proven that another reason for the advantage of male students in mathematics education. The last is physical advantages in which current evidences suggest that males are more active in some brain areas which are related to mathematics ability. This essay highly recommends future research focus on physical reasons of gender difference in mathematics learning.

Undergraduate Female Mathematics Student's Identities

The main purpose of this study was to explore the undergraduate level female mathematics student’s identities construction in Nepal. The study adopted narrative inquiry methodology with four female participants from Tribhuvan and Kathmandu University, Nepal. There is an attempt to explore how females have been able to construct identity with the barriers they cope up with while making their career. Vygotsky's cultural- historical activity theory was the theoretical meniscus. The result revealed that female mathematics teachers struggled with societal bars, discrimination, transitional phase, setting up identity mark point during the process of constructing student’s identity at undergraduate level. The result revealed that during this phase, every female student face challenge and take steps towards their career which in turn out to be a milestone for their empowerment as well as identity construction. This research encourages, motivates, inspires and empowers every female mathematics students who aims to shape up their identity in mathematics field.

The effect of using the inquiry strategy on the achievement and retention of second intermediate grade female students in mathematics

واستبقاء طالبات الصف الثاني المتوسط في مادة الرياضيات . تكونت عينة البحث من (40) طالبة في ثانوية الوفاء للبنات التابعة للمديرية العامة لتربية بغداد / الرصافة الثانية ، تم اختيارهم بصورة عشوائية وكل شعبة مؤلفة من (20) طالبة حيث مثلت شعبة (أ) المجموعة التجريبية التي درست باستخدام إستراتيجية الاستقصاء ومثلت شعبة (ب) المجموعة الضابطة التي درست باستخدام الطريقة الاعتيادية في التدريس استخدمت الباحثة التصميم التجريبي ذا (المجموعة التجريبية والمجموعة الضابطة ) وذا الضبط الجزئي

فاعلية إستراتيجية التعلم المستند الى الدماغ (BBL) في تنمية مهارات التفكير البصري لدى طالبات الصف السابع الأساس في مادة الرياضيات

The research aims to identify the " The Effectiveness of the Brain-Based Learning Strategy (BBL) In the Development of the Visual Thinking Skills for Seventh-Grade Female Students in Mathematics." The researcher used the experimental method with two equal groups and the test (pre and post). The research was applied to a deliberately selected sample consisting of (53) female students in the seventh grade from a middle school (Khisar) in the day schools of the Directorate of Education of Duhok for the years 2021–2022). The sample was randomly distributed to two groups, one of which was an experimental group consisting of (27) students who studied according to the brain-based learning (BBL) strategy, and the other, a control group, consisting of (26) students who studied according to the usual method. The researcher identified the scientific material from the seventh stage book, a number of teaching plans from the three chapters (first, second, and third), which reached (36) plans. The researcher also conducted equivalence tests between the two groups in several variables. She also prepared a test for visual thinking skills consisting of (24) items divided into six skills (reading visual forms, visual discrimination, analyzing visual forms, and perceiving spatial relationships). The data was analyzed using the t-test for two independent samples, and the results showed that there was a statistically significant difference between the mean scores of the students in the experimental and control groups. In the test of visual thinking skills, in favor of the experimental group, with a high effect size.

Economy Skills among Female Mathematics Students at University According to Their Perceived Future Roles

Economy Skills among Female Mathematics Students at University According to Their Perceived Future Roles

The Effect of the Divergent Thinking Strategies in the multi lntelligence of the second Intermediate Class Female Students in Mathematics

The research`s goal is to realize The Impact of Divergent Thinking Strategies In achievement and multiple intelligences, and to achieve the research goal, the experimental research method was adopted and a partially controlled experimental design was used for two groups equivalents, using the post test for both achievement and multiple intelligence. The research community was students of the second intermediate class in schools of the General Directorate of Education in Anbar, for the academic year 2019-2020. The sample of the research consisted of (64) students from (Al-Raja Secondary School for Girls). It includes three sections. Department (A) was chosen as an experimental group comprising (31) students and (B) the group as a control group consisting of (33) students. The two groups were an identity in some variables, experiment requirements were prepared, scientific material was analyzed, content was analyzed, behavioral purposes formulated, and teaching plans prepared And search tools (Achievement test in mathematics, multiple intelligence test) The achievement test consisted of (30) items that included) objective paragraphs, honesty, consistency and other psychometric characteristics were found using statistical means (T- test for two samples Two independent terms, the Alpha-Cronbach equation, And the coefficient of distinction difficulty The effectiveness of the alternatives for calculating the psychometric properties, the Levin test for two independent samples, and the Pearson equation), the following results were reached: There is a statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students and the scores of the students of the control group in the Multi lntelligence test and for the benefit of the experimental group..

The effect of brain-based learning on the achievement of fifth grade students in mathematics and their attitudes towards it

The aim of the current research is to identify (the effect of brain-based learning on the achievement of fifth-grade female students in mathematics and their attitudes towards it); The sample of the research consisted of (70) female students of the fifth scientific grade, and they were distributed equally into two experimental and control groups, with (35) students for each group. Lateral Thinking Test), the researcher prepared an achievement test consisting of (30) objective items of the type (multiple choice), and a measure of attitude towards mathematics consisting of (30) items with five alternatives (strongly agree, agree, disagree, disagree Strongly agree), distributed over six domains (attitude towards the nature of mathematics n direction towards the value of mathematics, towards enjoyment of mathematics, direction towards learning mathematics, direction towards mathematics school, and direction towards success in mathematics). The researcher taught the two groups, and after the experiment ended, the two tools were applied to the two research groups, and the results showed: * There is a statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied using brain-based learning and the average scores of the control group students who studied in the traditional way in the achievement test in favor of the experimental group. * There is a statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied using brain-based learning and the average scores of the control group students who studied in the traditional way in the measure of attitude towards mathematics in favor of the experimental group.

Environment–attitude relationships: girls in inquiry-based mathematics classrooms in the United Arab Emirates

Girls’ attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls’ perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N = 291) in four schools: one to assess students’ perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Positive and statistically-significant (p < .01) associations emerged between learning environment factors important to an inquiry approach and students’ attitudes. These findings provide important information about how IBL might improve girls’ attitudes towards mathematics classes and whether IBL environments are related to their attitudes.

Analytical thinking and its relationship to _12century skills among secondary school females students in mathematics

The aim of the current research is to identify the nature of the correlation realtion between analytical thinking and twenty-first century skills among secondary school female students in the Salah al-Din Education Directorate / Dujail Education Department To achieve this, the following null hypotheses were formulated: 1. There are no statistically significant differences at significance level (0.05) between the mean of the actual performance and the hypothetical performance of the third-grade intermediate students in the analytical thinking test. 2. There are no statistically significant differences at significance level (0.05) between the mean of the actual performance and the hypothetical performance among the third intermediate grade femalestudents in the twenty-first century skills test and scale 3. There is no statistically significant correlation at the significance level (0.05) between analytical thinking and the twenty-first century skills among third-grade intermediate female students in mathematics. The research sample consisted of (295) female students of the third intermediate grade who were affiliated to middle and secondary schools in the General Directorate of Education of Salah al-Din / Department of Education of Dujail. For the research developed two to collect the data as follows : 1- Analytical thinking test: in its final form, where it consists of (20) test itemsfor 21_century skills test (the skill of learning and creativity): the test may consist of (14) items. 2- Scale of twenty-first skills (digital culture skill, media culture, profession and life skill): The scale consists of (30) items. The appropriate statistical analyzes were conducted using the spss statistical analysis program the results obtained indicated that There is a positive, good and direct correlation between analytical thinking and twenty-first century skills among third-grade intermediate female students in mathematics.

How Self Efficacy in Mathematic Based on Gender Perspective?

This study aims to determine whether there are differences in self efficacy between middle school male and female students in Mathematics. This research is a quantitative study to find out the level of self efficacy in 108 male students and 118 female students of class VIII middle school, using a self efficacy questionnaire consisting of reasoned statement items with a reliability value of 0.844. The analysis showed that the average self efficacy in mathematics learning for male students was 92.77 and for women 90.27 of the maximum value of 120, was in the high category. This shows that most male and female students have great confidence in solving mathematical problems. Therefore, it can be said that there is no significant difference in mathematical self efficacy between male and female students

The Effect of the Divergent Thinking Strategies in the Achievement of the second Intermediate Class Female Students in Mathematics

The research`s goal is to realize The Impact of Divergent Thinking Strategies In achievement and multiple intelligences, and to achieve the research goal, the experimental research method was adopted and a partially controlled experimental design was used for two groups equivalents, using the post test for both achievement and multiple intelligence. The research community was students of the second intermediate class in schools of the General Directorate of Education in Anbar, for the academic year 2019-2020. The sample of the research consisted of (64) students from (Al-Raja Secondary School for Girls). It includes three sections. Department A was chosen as an experimental group comprising (31) students and (b) the group as a control group consisting of (33) students. The two groups were an identity in some variables, experiment requirements were prepared, scientific material was analyzed, content was analyzed, behavioral purposes formulated, and teaching plans prepared And search tools (Achievement test in mathematics, multiple intelligence test) The achievement test consisted of (35) items that included (11) article paragraphs and (24) objective paragraphs.

Comparison of Metacognition Profiles between Male and Female Mathematics Students in Interpreting of Definite Integral Concepts

The purpose of this study was to produce a comparison of the metacognition profile of male and female mathematics students in interpreting the definite integral concept. This type of research is an exploratory research with a qualitative approach, so that the researcher carries out a thorough and in-depth examination (explores) the subject of what is taught, done, written, and said during the research activity. The subjects of this study were mathematics students who had studied integral calculus, consisting of 1 male and 1 female. The main data collection of this research was obtained by using interview techniques. In addition, there are supporting data which is the result of the answers of research subjects in interpreting the integral concept of course. This study uses qualitative data analysis, consisting of data reduction, data presentation, and drawing conclusions. The results of this study show that male mathematics students can use metacognition knowledge (declarative, procedural, and conditional) and metacognition skills (planning, monitoring, and evaluation) in interpreting mathematical sentences into notation of definite integral concept. Meanwhile, female mathematics students are only able to use declarative and procedural knowledge, as well as planning and evaluation skills in interpreting mathematical sentences to notation of the definite integral concept. This study concluded that there are differences in the metacognition profile of male and female students in interpreting the definite integral concept.

تقييم مدى استخدام التقنيات والبرمجيات الحديثة فى تدريس الرياضيات بالمدارس الثانوية

الفكرة جاءت من تدني تحصيل الطالبات الواضح في مادة الرياضيات ، فتم تقرير عمل بحث إجرائي لمعرفة اسباب تدني التحصيل الدراسي للمستوى الثاني للطالبات في مادة الرياضات بمدرسة 37 الثانوية للبنات و وضع حلول مقترحة وإجراءات ممكن تنفيذها . حيث هدفت الدراسة في الكشف عن أثر استخدام البرامج الرياضية الحديثة على التحصيل الدراسي في مادة الرياضيات علي طالبات الفرقة الثانية بثانوية 37 للبنات. كما توصلت الدراسة الحالية إلى العديد من النتائج ومنها : عدم استخدام وسائل تعليمية متنوعة ومتطورة وعدم استخدام المعلمات لإستراتيجيات حديثة ومتنوعة في التدريس كما ساعدت البرامج الحديثة الطالبات على فهم المادة والتفوق فيها. و اوصت الباحثة باستخدام المعلمات وسائل تعليمية متنوعة ومتطورة . إعطاء المعلمات دورات خصوصاً مع المناهج المطورة ( الحديثة ) و تكون تطبيقية وليست كالدورات الحالية التي تم إعطائها لبعض المعلمات و لم يستفدن منها . تجهيز المعامل والفصول الدراسية بجميع متطلبات استخدام التعليم المحوسب، وذلك من أجل تسهيل استخدام الطلبة للحاسوب والبرمجيات الحاسوبية في دراسة الرياضيات وما تتطلبه هذه البرمجيات من لغات مثل لغة Java وغيرها من اللغات البرمجية.

The Differences in Students Learning Motivation Based On Gender Using Blended Learning Models of Mathematics Learning

Blended learning models is a new e-learning methods that Universitas Negeri Medan used recently. E-Learning is commonly fascinating by men more than the women. And that was the reason why the researcher took research about the motivation between that both gender. Thus, this study aims to describe the motivations in learning mathematics using blended learning based on gender. The subject of this research were 9 male and 23 female mathematics students. The research used motivations questionnaire sheets form instrument as the object. By transforming the ordinal data to ratio, the motivation data were changed to score and analyzed with parametric statistics since the normality test of Shapiro-Wilk shows significant levels of 0.230. Furthermore, from the Levene’s test for equality of variances shows 0.908 with α = 0,05. It means that the data variance between male and female groups is homogeneous. Thus, the result of questionnaires and tests show that there’s no difference between the motivation of male and female students in learning mathematics with the Blended Learning models since the t-test value larger than t-table level of significance 0,05.

A study regarding relations b/w parental involvement and students achievement in mathematics, science in batticaloa, Sri Lanka

This study investigated how were correlates with the parental involvement and the achievement of students in the urban and semi-urban type 2 schools in mathematics and science. The descriptive survey research design was employed to carry out this study. One hundred and ninety two (192) students from 16 type 2 schools in Batticaloa educational zone, Sri Lanka were stratified randomly selected for this study. The type 2 school was selected for maintaining the homogenous values. From the results of this study, parental involvement accounts for 26.1% of the total variance in mathematics achievement of secondary schools (R2= 0.261; p< 0.05) and 19.4% of the total variance in science achievement of secondary schools (R2 =0.194; p < 0.05). These percentages are significant at 0.05 level of confidence. It shows that parental involvement is an important predictor of mathematics and science achievement. There exists a significant difference in the parental involvement of urban and semi-urban type 2 school students (t = -8.12; p<0.05). Urban school students enjoy more parental involvement than their counterparts in the semi-urban school students. It shows that there is a correlation between parental involvement and male, female students in type 2 schools (t = -7.34; p <0.05), and also there is a significant difference in the academic achievement of male and female students in mathematics and science (t = -0.432 and, - 0.512 respectively; p < 0.05). It also shows the finding reports that, there is a significant difference in the academic achievement of mathematics and science with urban, semi-urban schools students (t = -9.142 and, -8.314 respectively; p <0.05). Teachers and Counselors need to enlighten parents on the need to personality get involved in the academic activities of their children.

Analysis of Students’ Commitment and Attitude towards Mathematics in Secondary School of Dega Woreda, Oromia National Regional State, Ethiopia

The purpose of this research was to analyze the magnitude and intensity of student commitment and attitude towards mathematics in secondary schools of Dega Woreda. A single case study with the involvement of 283 students of grade 10 and 12 of Dega Woreda and all mathematics teachers of the respective grades were considered. Purposive and simple random sampling techniques were employed to select the subjects of the study. Questionnaires and interview as tools for the collection of data were used. The findings reveal that students’scholastic performance is a pass mark and yet, it is not up to the expected level. Though students believe to have favorable attitude and commitment towards mathematics, their performance is very low especially on grade 10 and 12 national examinations. This implies that the behavioral (action) aspect of attitude towards mathematics is relatively the most challenging area in learning mathematics. The results indicate that there is no significant mean difference in attitude towards mathematics between male and female and between secondary and preparatory school students. It is suggested that mathematics teachers should apply appropriate methods of teaching, make an ongoing evaluation, and give continuous feedback to the students with the class size reduced to an optimum number of students (40 to 50). Teachers need to motivate and create conditions in which female students can effectively deal with mathematics classes. In this regard, professional women in science and technology fields may be invited to address how they succeeded in their study to build up the self-esteem of female students in mathematics.