GENDER DIFFERENCES IN MATHEMATICAL PERFORMANCE AMONG BSED

MATH STUDENTS IN BICOL COLLEGE

INTRODUCTION

The economic progress of a country depends on the advancement of science and

technology, which requires a strong foundation in mathematics (Ogena & Tan, 2006; Pascua,

1993). Mathematics is the essence of intelligent participation in a technological society (Fape,

1988). As the level of mathematics required in the administrative center is increasing, its study

is necessary to increase the scientifically educated and technically educated citizens (UP Nismed,

2001). In many countries, math courses are the gatekeepers that determine future success and

admissions to colleges and universities (Gates & Vistro-Yu, 2003). Locally, this is not the case

because Filipino students are not allowed to go to any good university due to the lack of

specialized courses on their school records. In a country where about 19.1% of the population is

literate beyond the high school level (NSO, 2003), knowledge of mathematics courses offered at

the basic education level can be considered gatekeepers for employment and successful and

productive citizenship.

Mathematics is the foundation of scientific and technical knowledge that is satisfied by

societies around the world. It is a tool for political, scientific, and technological trends (Githua &

Mwangi, 2003). It explains why mathematics is a compulsory subject for all learners in primary,

secondary, and tertiary schools in the Philippines. Universities used it to select third-school

learners for admission to science-based degree programs. Most decisions are based entirely on

questions of what and how. The answers to these questions change into a mathematical statement
before a solution. The depth of mathematical knowledge that is determined by the person is the

level of accuracy of its decisions. This fact suggests that one must have a relatively good idea of

mathematics before working well in society, especially in this age of technology. Okebukola

(1992) identified mathematics as the central psychological discipline of the group. Kerlinge

(1985) interpreted mathematics as the language of science. Amino (1990) argues that

mathematics is no longer just the language of science, but later again, a significant nutrient for

thought, logical reasoning, and progress. Mathematics liberates facts and also provides an

individual overview of intellectual abilities close to the path of improvement. The author

concludes that mathematics is the basis of science and science and all human endeavors.

Math is one of the most studied subjects that start studying at the pre-kindergarten to

college level. The curriculum of mathematics in the Philippines has undergone several revisions.

In 1983, the New Primary School Curriculum (NESC) launched in 1988 with the new Secondary

Education Curriculum (better known as the Secondary Education Development Program or

SEDP Curriculum). Following a syllabus review beginning in 1995, the Ministry of Education,

Culture and Sports (now the Ministry of Education) decided to adopt the Advanced Basic

Education Curriculum (RBEC) in 2002. The knowledge and skills acquired at one level are as

follows: Prerequisites for the next level. For example, the law of statistics is arithmetic. Some

studies argue that secondary school and college students do not want to learn mathematics

because of career choice and development, but students study mathematics with comprehension.

The preceding gave an interest to the researcher to conduct the present study due to the

Gender Difference in Mathematics Achievement among BSED Math Students in Bicol College

located at Cor. J.P., Rizal & R.T. Tabuena St. Sagpon, Daraga, Albay in the Municipality of
Daraga (Locsin), in the Province of Albay, and the Region V – Bicol Region that established in

the year 1941.

The purpose of this study was to distinguish gender differences in students’ performance

in mathematics, focusing on probability and statistics in Bicol College taking up the BSED Math

Course. The study aimed at accomplishing the following objectives; (a) to determine the gender

differences of BSED Math students in mathematical performance (b) to measure BSED Math

students’ mathematical ability in terms of cognitive, affective, and psychomotor outcomes (c) to

identify gender-related factors that influence performance in mathematics (d) to identify the

teaching strategies of teachers to enhance students’ mathematical ability and (e) to determine the

learning style and attitude of the student towards mathematics.

Anjum (2015) conducted to investigate the relationship between math achievement and

reading comprehension and gender differences in high school math achievement. In the second

cycle of primary education, there was a significant difference in reading comprehension between

girls and boys. There was a significant positive correlation between math grades and reading

comprehension at the primary level.

Ajai & Imoko (2015) used problem-based learning (PBL) to assess gender differences in

mathematics achievement and retention. The study design was a semi-experimental post-test.

The study found that male and female students who used APP to teach algebra did not make a

big difference in achievement and retention scores, and those male and female students could

compete and cooperate in mathematics. Besides, this finding showed that performance is a

function of direction rather than gender. The study recommends the use of APP by math teachers
to overcome the male image of math and improve student (male and female) achievement and

retention rates.

Arhin & Offoe (2015) discovered differences in mathematical performance between

students using evaluation procedures at the Ghana National University High School on the Cape

Coast. The study found that PA-led education improved students' problem-solving skills and

showed no gender bias. Math teachers are encouraged to use PA-led instructions and

assignments to assess the performance of their math classes.

Guo et al. (2015) investigated the relationship between mathematical motivations

(academic self-image and task values) in predicting educational outcomes and student

background variables. The results suggest that: (a) Self-image is better for students with a low

value in use in predicting educational outcomes. (b) Boys and girls had the same level of math

self-image and values, but girls tended to have higher math achievements and aspirations. (c)

The socioeconomic status of the family is more closely related to gender educational aspirations.

Cheema & Sheridan (2015) studied the effect of time spent on math homework and

discomfort on math achievement. Gender, as the national representative of the cases U.S. Sample

data, were used to predict math scores spent on homework and math discomfort while gender,

level, gender, and socioeconomic status. Multiple regression results showed that math anxiety

and time spent on homework had a significant effect on math scores.

Schneider, Siegler Torbeyns, and et al. (2015) studied the relationship between

understanding fractional dimension, arithmetic, and general mathematical ability in countries

with different educational systems: the United States, China, and Belgium. Despite country-

specific differences in the overall level of fractional knowledge, students' understanding of

in all countries, and this relates to control for fractional arithmetic knowledge in almost all

combinations of country and age group. These results suggest that the number of fractions should

be targeted as an interpretation by learners in educational interventions, for example by

practicing the translation of fractions on number lines.

A study by J. Samuelson & M. Samuelson (2016) focused on aspects of gender

differences between boys and girls and their relationship to achievement in mathematics and

self-regulated learning skills in the notion of a classroom setting. According to the classroom

setting, boys feel they use group work more often than girls. The boys feel that they are

influenced by things and are more involved during the lesson than in the girls. Concerning

student math, they found that boys considered math more important than girls. One implication

for teachers from the study is that different aspects of the perceived learning environment affect

the achievement of students in mathematics.

A study by Mutai (2016) focused on the gender differences in the math performance of

three junior high school students in Brett-sub County. The study revealed the following findings:

Gender is strongly associated with math grades. As a result, boys' schools performed better than

girls' schools. The boy had a strong propensity and interest in mathematics. Teacher and school

factors had little effect on math achievement about gender. Gil & Martinez (2019) use data from

national and international assessment reports and qualitative surveys to address gender

differences in school performance and attitudes toward school, and to study and succeed in

compulsory education. The findings reveal that girls have a clear commitment to schoolwork, but

they are still underestimated in more important technical studies in the labor market.
 Chertkova & Egorova (2016) analyzed gender differences in mathematical performance

of high school students and compared different approaches to tracking academic performance

such as academic achievement, test scores, and self-concept. The main results are as follows. No

difference in mathematical achievement was found between twins and singleton. Gender

differences were found in all measures of mathematical achievement. Girls performed better in

math than girls, but the math score in the USE was higher than in boys. Boys were more varied;

many boys were on the right side of the distribution. Girls with positive math self-concepts were

better than boys on math tests.

Muhammad (2017) examined gender differences in secondary anxiety and the influence

of secondary school students in mathematics. The method of descriptive surveying has been used

in the study. The target population in Bauchi State consisted of secondary school students, and

80 students were randomly selected from the population. The Maths Anxiety Questionnaire 72

was designed and operated with crank alpha internal compatibility. Data were analyzed using

independent sample t-tests. There is a significant difference in mathematics distress and

mathematics performance wherein there is no significant gender difference in students'

performance in mathematics.

While there is no gender difference in achievement in previous years, it is worthwhile to

find out why more boys study higher levels of mathematics in senior school than girls. There are

many possible reasons for engaging in career aspirations, interests, and attitudes. One of the

factors discovered by the researchers was the gender composition of classes 9 through 9, in

which data were collected from students in a single-gender boy's school, a single-gender girls'

school, and a co-scholastic school. Single-sex school girls had differences in their attitudes
toward mathematics, with the most positive attitudes, and the lowest positive attitudes among

girls in a coeducational setting (Anderson, 2017).

Das & Singhal (2017) examined gender inequality in math scores among rural children at

the All India level. Their findings from rural India reflect significant gender differences in

mathematics. Not a single difference is observed for writing skills, and little is noticeable for

writing skills. Social groups, school attendance, spending amounts, and birth orders are different

under different specialties. Besides, conferences are for girls and boys at home. The findings

point to the need for active policies to investigate and monitor these differences and design-

related interventions to better understand this issue. These results add further significance to the

current competition around India's new education policy.

According to Ghasemi et al. (2019), women’s understanding of math-related careers is

related to policymakers, economists, and educators. She solved this problem by reviewing data

from two international databases: International Mathematics and Science Studies Study 2015 and

the World Gender Intergovernmental Gender Gap Report 2017. These findings largely supported

previous findings in the related literature. There were no statistically significant differences in

math achievement compared to girls and boys and higher achievers. Furthermore, boys were

found to have greater variability in math achievement than girls. This finding distinguishes the

cause of women's ambiguity in mathematics-related careers as policies driven by implicit and

explicit cultural bias.

Mier et al. (2019), at the beginning of elementary school, examined how the relationship

between anxiety and math performance differs between boys and girls. The results showed that

math anxiety was already negatively linked to the math performance of second-grade girls.
Current results underscore the importance of early identification and correction of a girl's

mathematical anxiety to avoid long-term effects.

Tommaso et al. (2016) described the gender difference in Italian math test scores, one of

the countries with the largest gap between boys and girls, according to an international program

for International Student Assessment (PISA). Their results showed that girls were consistently

below boys, even after considering various personal and family characteristics, and that the

average gap widened with the age of children. Next, using quantum regression and non-metric

methods, it investigated the gender gap across the test score distribution and found that the gaps

were small in the lowest percentile of the test score distribution. A class, but significant for the

best performing kids. Finally, the researcher estimated a dynamic model that links mathematical

performance to two consecutive evaluations. In the absence of longitudinal data, they used a

pseudo-panel technique and found that the female average test scores were consistently lower

than boys in all grades, even if they were subject to previous scores.

Hoofler, Keller, Parchmann, and et al. (2019) presented a systematic overview of the

mechanisms that explain gender differences and successes and failures in math and science

competitions. Internationally, they saw significant gender differences in participation in all

Olympiads except the Biology Olympiad. At fairs and national Olympiads, the overall

participation rate is not gender, but women prefer biology, while men prefer physics. Men's and

women's performances were compared at the fairs, but with minor differences in the Animal

Olympiad, the men surpassed the number of women competing in the Olympiad. He suggested

that the gender role model plays a significant role in math and science competitions (especially

in physics and chemistry), which focus on self-concepts and methods that lead to women. The

participation rate is low.

mathematics, confidence in mathematics, and the importance of mathematics in affecting math-

related outcomes. They compared fourth- and eighth-grade students to detect any differences in

these gender-related effective characteristics. Their findings suggested that boys and girls were

similar, despite some differences in the magnitude and direction of gender differences in

mathematical outcomes. They found that adult cross-national socio-demographic, political, and

educational equality did not predict positive effects for both genders. Researchers have found

that some countries with lower adult gender gaps have students with higher gender differences in

math-related outcomes.

Manalaysay (2019) studied the influence of gender, mathematical anxiety, which must

have an attitudinal component, and the interaction of these two variables on the mathematical

performance of students. 390 freshmen were surveyed to determine their level of anxiety,

grouped by grade, future, grade, and assignment factors. The result of an independent sample t-

test showed that it was impossible to conclude that there was a statistically significant difference

in mathematics performance between men and women. Regression analysis shows that

mathematical anxiety is a predictor of mathematics achievement, and the result of analysis of

covariance suggests that the effect of sex and mathematical anxiety, taken together, on

mathematics achievement of students is insignificant.

Estevez, Pineiro, Regueiro, and et al. (2020) examined the possibility that boys’ and girls'

attitudes toward mathematics were evident in their performance. These results suggest that

previous research shows that girls are less positive about math than their male counterparts,

especially with lower motivation, poor perception, and discomfort rates, although the effect size

is lower in all cases.

researcher will use each student's GWA scale to measure their math performance in all math

subjects. The researcher develops two forms required for all BSED math students. All students

answered questions on Form 1, which covers basic mathematics and Form 2, advanced concepts

and applications in mathematics. The study was conducted at Bicol College. Thus, the results

reflected the situation in this school. The following factors were considered the main limitations

of the study: (a) since the sample of respondents was selected from among Bicol university

students attending a BSED mathematics course (years 2 to 4), the effects found would reflect the

situation school and (b) resources (time and money) were other limitations of the study. Lack of

time and funds for the program prevented the extension of the study to other schools in Albay.

But this research has optimized these available resources.

The results of the research will be based on a questionnaire which will be sent to the

selected respondents in Bicol College. The main idea of the researchers' study is to collect data

from resources and interpret the results which are satisfactory and can be used to measure the

numerical achievement of female and male math students studying BSED in mathematics. This

survey includes the profile of the respondents. Another concept or idea that needs exploration is

to identify the gender factors that influence performance in mathematics. Measure BSED Math

students’ mathematical ability in terms of cognitive, affective, and psychomotor outcomes. The

fourth concept is to determine the learning style and attitude of the student towards mathematics.

The last research concept is to determine how to improve the mathematical achievement of

BSED Math students.

When it comes to recommended measures, students' learning is affected: in the context of

the influence of other learning tasks around them and the context in which learning takes place, it
can be difficult to change the solo learning strategy. If teachers try to improve the effectiveness

of their instructional practice by thinking of other teaching strategies, they should consider the

educational context with special attention.

Figure 1: Research Paradigm

Figure 1 shows the relationship of researchers’ study and goals of gender differences in

math performance among the BSED mathematics students at Bicol College. The researcher

collected data by (a) determining the profile of 21 respondents (2nd to 4th-year students in major

mathematics), by providing a biographical data survey format specifically for age and sex, (b)

providing respondents with cognitive, affective, and psychometric test questionnaires and

aggregating results. (c) identifying and measuring respondents' mathematical abilities, (d)

identifying factors that influence competitors' math performance and attitude toward math, and

(e) determining different teaching strategies to improve students' math performance using the

secondary data which is searching from internet, journal, and related articles. These are the

possible strategies to enhance the students’ math ability wherein (1) teachers must provide

additional activities or modules, (2) use technology to teach mathematics, such as games or

mobile app software, (3) think about real-life examples and apply mathematical concepts in these

situations, and (4) teach students to learn math in promotional interactive teaching strategies. As

a result, these are a great way to get students to think logically and analytically and can help

them to have good reasoning skills, build confidence in math problems, and have good problem-

solving skills.
 Figure 2: Theoretical Paradigm

Figure 2 shows the relationship of researchers' study 'Gender Difference in Mathematical

Performance among BSED Math Student in Bicol College' to the given Psychologists Theories.

First Theory: The knowledge structure approach, as defined by George Bruner and

colleagues, emphasizes that public school students use the teaching methods used by

mathematicians at the highest level. Then the inductive procedure is obvious. The teacher guides

the students to learn through discoveries in the transition from concrete to a general to implement

structural ideas. The principles of the study should be implemented in educational situations. The

math teacher must provide optimal assistance to each student. For all types of psychomotor,

emotional, and cognitive purposes emphasized in the teaching of mathematics, teachers must

follow the learned principles of educational psychology, including (1) requiring the active

participation of students in learning activities. Students. Students must participate in lessons and

units of continuous learning. Inactive children cannot learn much in math. (2) Students must

understand the content that they have been taught and learned. If a lack of understanding is

learned due to facts, concepts, and generalizations, the student's time is wasted. (3) Motivation is

a powerful element in learning along with quality learning opportunities. Students need to feel

energetic to learn, execute, and achieve. Appropriate motivation provides an intrinsic desire to

develop mathematical instincts in students. (4) It is necessary to emphasize the learning style

when teaching students. Therefore, selected students prefer to learn in collective situations, while

others prefer individual effort. (5) The teacher must choose interesting activities to achieve the

objectives. It is important to attract the attention of the students for the presentation of the lesson.
(6) Individual differences should be properly considered, as students differ from each other in

terms of talents and abilities. Each student must achieve the best possible results in the program.

(7) Various evaluation procedures must be used to confirm student progress. The achievement of

cognitive, social, and psychomotor goals must be evaluated in terms of quality criteria.

Second Theory: Thorndike (1874-1949) established the basic idea of activism as

educational psychology in the early 1900s. Activists have played an important role in the Law of

Effectiveness in many situations. As recommended by behavioral specialists, improvement

charts can be short. Reinforcement plans can be modified based on how often students need

rewards to continue to achieve optimal results. Activism currently aims to get students to write

specific, predetermined math goals. Specific and measurable goals and how to use them are the

essence of activism. These goals are selected before they are implemented in the classroom.

Activism can be underlined by the stated goals concerning basic skills and key competencies.

Activism focuses on learning management systems (IMS) at the district level. Teachers should

focus on each goal of the educational and learning situation. Math teachers with no clear goals or

no 1MS can create and implement specific goals to achieve their students. Various forms of

activism emphasize that students achieve or fail to achieve their goals through learning. If the

goal is not achieved, the math teacher will have to try a different teaching strategy.

Third Theory: Humanism is a psychology of learning that emphasizes the active

participation of students in setting learning goals, learning opportunities, and diagnostic

procedures. Each student leads to self-realization. Mazur, a humanist, and psychologist at AG,

listed five consecutive degrees of human self-realization. You should experiment. Humanity is

defined as the ability to learn, allowing you to choose from the most effective options that have

value in your learning activities (Lish et al., 1983). Humanism supports an unlimited curriculum
in mathematics. It is important to understand the following principles of humanity. The

mathematics curriculum is planned by students/teachers. Therefore, students have a math

curriculum. The learning center approach allows students to constantly choose different

problems what to learn and what to skip, but at the same time, it is always rewarding. Leadership

training should be provided. Emotional aspects are important to the humanist Humanities is a

math curriculum and program Professional development will improve attitudes.

Fourth Theory: Meaningful learning theory proposed by Asubel (1968) is the

process of relating new knowledge to existing contextual elements of an individual's knowledge

structure. If there are no relevant concepts to add new knowledge, the Rohto must learn and store

knowledge in an arbitrary manner. The result was meaningful learning when a new idea was

discerning as integrated components of the existing knowledge structure and appropriate changes

to previous knowledge. Therefore, it is not necessary for everyone. Not only is it more

economical (in terms of time) than self-discovery, but the quality and scope of education can be

more effective in context. Exploratory learning with young children is essential, and the

conceptualization of incentives, rather than teaching, requires the acquisition of concepts at this

stage of life.

Much of our daily knowledge is learned directly from our surroundings, and the

relevant concepts are less abstract. Some problems in mathematics (but of power) are in their

very abstract general state, each from the offspring of a particularly intelligent individual who

has departed from or became commonplace in the ideas of previous generations. Come. Do

learners today need to use existing mathematical data processing systems instead of raw data?

Not only is this a big advantage, but talented students can come up with ideas to develop over the

centuries. It also poses a special risk to the learner. Mathematics cannot be learned directly from
everyday life, but it can be learned indirectly from other mathematicians with reflexive

intelligence. At best, it relies primarily on the teacher (including lifelong fear and the ability to

keep oneself away from math).

The definitions of terms are the following:

Mathematical performance: students' math skills are used to design, adopt, understand,

comprehend, predict and explain phenomena in a variety of situations and to recognize their role

in the world of mathematics.

Gender differences: biological differences between sexes.

Cognitive outcome: learning related to knowledge of facts or processes.

Affective Outcome: how learners feel while learning and how learning experiences are

learned so that they can influence learners' attitudes, opinions, and behaviors in the future.

Psychomotor outcome: learning outcomes related to motor skills, manual dexterity,

hand-eye coordination, practical skills, etc.

Behaviorism: a theory of learning based on the idea that all behaviors are acquired

through conditioning. Conditioning occurs through interaction with the environment.

Humanism: emphasizes the value and free will of people, individually and collectively.

The results of this study will add to the pool of scientific information in the fields of

mathematics. The study will help researchers, classroom teachers, and learners improve math

education and improve learner engagement in the math curriculum. The results will allow

teachers to reflect on their training process and improve performance in math instruction. Also,
realize the importance of being gender-sensitive to avoid prejudice. It will shed light on the

future needs and abilities of Bicol College students and change the attitudes of teachers, faculty,

and society as a whole. This study will also add to the literature that can be accepted and used to

examine various researches found elsewhere.