Sex-Related Differences in Mathematics Achievement, Spatial Visualization and Affective Factors

TLDR

The study examined math achievement of 1,233 predominantly white high‑school students, controlling for prior ability, and its links to spatial visualization, mathematics attitudes, extracurricular math activities, and course enrollment. The authors employed ANOVA, ANCOVA, correlation, and principal‑components analyses to assess these relationships. Results revealed few sex differences in cognitive performance but substantial attitudinal disparities, and highlighted significant socio‑cultural influences on sex‑related cognitive differences.

Abstract

This study investigated (a) mathematics achievement (Test of Academic Progress) of 589 female and 644 male, predominantly white, 9th-12th grade students enrolled in mathematics courses from four schools, controlling for mathematics background and general ability (Quick Word Test); (b) relationships to mathematics achievement, and to sex-related differences in mathematics achievement, of spatial visualization (Differential Aptitude Test), eight attitudes measured by the Fennema-Sherman Mathematics Attitudes Scales, a measure of Mathematics Activities outside of school, and number of Mathematics Related Courses and Space Related Courses taken. Complex results were obtained. Few sex-related cognitive differences but many attitudinal differences were found. Analyses of variance, covariance, correlation, and principal components analysis techniques were used. The results showed important relationships between socio-cultural factors and sex-related cognitive differences.