Gender-Related Effects of Group Learning on Mathematics Achievement among the Rural Secondary Students

Md. Anowar HOSSAIN*
Rohani Ahmad TARMIZI**
*Post Doctoral Researcher, Dr., Universiti Putra Malaysia, Institute for Mathematical Research.
**Assoc. Prof. Dr., Universiti Putra Malaysia, Institute for Mathematical Research.


Problem Statement: Gender differences in the effects of group learning play a contested role in mathematics education. Several researchers concluded that male students perform better on mathematics than female students. Whilst on the other hand, others reported that female students perform best under the group learning setting whereas the male students perform best in the conventional teaching environment. Consequently investigating gender differences on students’ mathematices performance is our main focus.

Purpose of Study: The aim of this research was to identify the male and female students’ performance with the integration of progressive series of group learning on mathematics achievement in selected rural secondary schools in Bangladesh. The focus of this study is to examine genderrelated differences on mathematics achievement of 9th grade students.

Methods: The quasi-experimental equivalent pre-post test control group design comprising an experimental group (n = 84) with group learning treatment whilst a control group (n = 84) was given conventional teaching for duration of 15-week. The independent-sample t-test was used to compare the effects of group learning between experimental and control groups, and to examine the gender-related differences in achievement with group students. The MANOVA with repeated measures was employed to determine the main and interaction effects of group learning on test-time and achievement.

Keywords: Group learning, gender differences, mathematics achievement, quasiexperimental equivalent pre-post test control group design.