Gender Differences in Geometry and Mathematics Achievement and Self-efficacy Beliefs in Geometry

Problem description: Individual differences in education are very important. These differences are particularly important in fields such as mathematics and geometry. One of the most common individual differences investigated is related to gender. Depending on the specific field of mathematics, mathematical sex difference is different. Therefore, gender differences in geometric performance and effectiveness are noteworthy. Purpose of the study: This study was designed to investigate mathematical curriculum scores, geometric course scores, and gender self-efficacy gender differences. METHOD: A total of 199 high school second graders volunteered to participate in the study. Mathematics and geometry Year-end GPA was obtained from the official student record. In addition to the geometric self-efficiency energy meter (SESTG), students also responded to a short set of demographic questions. Filter the data to determine the assumptions of the parameter statistics. MANOVA between subjects was used to simultaneously test the differences in mathematical and year-end performance between men and women. We used the second MANOVA to simultaneously test three dependent variables of self-efficacy in a nonorthogonal design. Independent variables are gender (male and female). Results and results: The results showed that gender had significant multivariate effect on compound dependent variable. There is a strong relationship between dependent variables and gender. The result of univariate F analysis shows that there is a significant gender difference between mathematical achievement degree and geometrical achievement degree. The performance of women far exceeds that of men. The second one-way, three-direction dependent variable as a subscale of SESTG among subjects was MANOVA. The independent variable is sex. The results showed that gender had no significant multivariate effect on association dependent variable. Conclusion and recommendations: Variables that may affect mathematics or geometric achievement are multifaceted. The focus of this research is one of the variables, gender. We studied the relationship between geometry of self-efficacy and geometric achievement and found that these two variables correlated significantly. This research also shows an important relationship between mathematics and geometric achievement levels. The results show that there is no significant gender difference in the subscale of geometric self-efficacy.

The purpose of this study was to determine the role of difficulties and sex in secondary school students in Jordan, algebra, geometry and mathematics. The respondents of the study used 337 students of the eight public high schools in the Alkoura region and used stratified random sampling. This study consisted of 179 men (53%) and 158 female students (47%). Mathematics tests consist of 30 projects, of which 8 are for numbers, 14 for algebra, and 8 for geometry. According to the degree of difficulty of girls and students, the survey showed that the fourth item (score - 0.34) was the most difficult for boys and the sixth item (square root - 0.39) was the most difficult for women. For algebra, item 11 (inequality - 0.23) is the most difficult for boys and for girl students it is item 6 (algebraic formula - 0.35). In geometry, item 3 (reflex - 0.34) is the most difficult for boys and students, the eighth item for female students (volume - 0.33)

The study by Leahey and Guo (2001) is trying to show the degree of sex difference in mathematics, especially geometry and inference in various fields. Men are found to be advantageous for students at university in mathematics. In their study, they showed that men had higher mathematics, especially in university entrance exams. The reason it is tested is because high school math is always the key to university scholar's choice and therefore influences the later expert's choice.