Mathematics and Gender Dichotomy Using Item Statistics
DOI:
https://doi.org/10.59573/emsj.7(2).2023.09Ключові слова:
gender, dichotomy, item, statistics, mathematics, achievementАнотація
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.
Посилання
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