Gender In Academic Achievement

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enhancing effective and efficient recognition, development and utilization of competencies and endowed capabilities of both sexes.
Gender, is a significant contributor to student achievement (McCoy, 2005; Peng & Hall, 1995). From the statements of McCoy, Peng and Hall it can be deduced that gender plays an important role in the academic performance of students. This is in line with the second objective of this study which was to find out whether gender played an important role in the performance of students in Asuom Senior High School in the 2013 WASSCE.
The relationship between gender and the academic achievement of students has been discussed for decades (Eitle, 2005). In one of the earliest studies Morris (1959) referring to the psychic
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In 1995, 22% of America’s scientists and engineers were women, compared to half of the social scientists. Women who do pursue careers in science, engineering, and mathematics most often choose fields in the biological sciences, where they represent 40% of the workforce, with smaller percentages found in mathematics or computer science (33%), the physical sciences (22%), and engineering (9%) (National Science Board, 1998). Part of the explanation can be traced to gender differences in the cognitive abilities of middle-school students. In late elementary school, females outperform males on several verbal skills tasks: verbal reasoning, verbal fluency, comprehension, and understanding logical relations (Hedges & Nowell, 1995). Males, on the other hand, outperform females on spatial skills tasks such as mental rotation, spatial perception, and spatial visualization (Voyer, Voyer, & Bryden, 1995). Males also perform better on mathematical achievement tests than females. However, gender differences do not apply to all aspects of mathematical skill. Males and females do equally well in basic Mathematics knowledge, and girls actually have better computational skills. Performance in mathematical reasoning and geometry shows the greatest difference (Fennema, Sowder, & Carpenter, 1999). Males also display greater…show more content…
Beginning at age 12, girls begin to like Mathematics and Science less and to like Language Arts and Social Studies more than do boys (Kahle & Lakes, 2003; Sadker & Sadker, 1994). They also do not expect to do as well in these subjects and attribute their failures to lack of ability (Eccles, Barber, Jozefowicz, Malenchuk, & Vida, 1999). By high school, girls self-select out of higher-level, “academic-track” Mathematics and Science courses, such as Calculus and Chemistry. One of the long-term consequences of these choices is that girls lack the prerequisite high school Mathematics and Science courses necessary to pursue certain majors in college (e.g., engineering, computer science). Consequently, the number of women who pursue advanced degrees in these fields is significantly reduced (Halpern, 2004). Tonah, (2009) Note that although gender differences in Mathematics achievement continue to exist on high cognitive level tasks at the high school level, such differences appear to be

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