Sex differences in attitude towards mathematics: an investigation in Iraqi secondary schools

Abstract

The aim of this study was to investigate sex differences in attitudes towards mathematics among secondary school pupils in Iraq. Three underlying influences were identified as having a major impact on shaping pupils’ attitudes towards mathematics. These were Teacher, Parent and Curriculum influences.Four questionnaires were administered to a sample of 436 pupils (227 girls and 209 boys) in the third year of the intermediate level (14-15 years of age) distributed among six secondary schools in Baghdad and representing differing social classes and economic backgrounds. The first questionnaire was to ascertain whether there were any sex differences in the attitudes of pupils towards mathematics; the second was to measure the influence of teachers; the third was to measure the influence of parents; and the fourth was to measure the influence of the curriculum (all as perceived by the pupils themselves). A fifth questionnaire was administered to a small sample of Iraqi mathematics teachers to ascertain their attitudes and expectations. The analysis of the data revealed that there were significant differences between the sexes in their attitudes towards mathematics with boys having the more positive attitudes. It was also found that factors influencing attitudes generally affected boys more positively than girls; and that the social class of the school, and the occupation level and educational attainment of the parents all exhibited various significant influences on the attitudes of pupils.