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RESEARCH PLAN: Examining Relationship Between

Gender and Math Achievement
Jessica Stec
Purpose: The purpose of this study is to examine the relationship between students
positive and negative attitudes about math, and their scores on NeSA math assessment.
This design study is a correlational research design. The population of the students
participating is 7th, 8th, and 11th grade students at Rock County Public Schools. The
independent variable for this study is attitude, positive or negative. The dependent
variable of this study is the scores students attain on the NeSA math assessment.
Review of Related Literature: Frenzel, Pekrun, and Goetz stated in their
research published in European Journal of Psychology of Education, recent
research indicates that students experience a wide range of emotions in the context of
learning and achievement. It is acknowledged that emotions are highly relevant and
important in learning and achievement situations (p. 498). It was hypothesized in the
study that there are gender differences in discrete emotions experienced by students in
mathematics, with girls showing a more negative pattern of emotions. It was also
hypothesized that girls have lower competence beliefs and domain values in mathematics
than boys. The research study conducted was in Germany. Students were from 42
different schools in the state of Bavaria. There were 2053 fifth graders (1,036 male and
1,017 female) that were part of the study. Emotions and beliefs were assessed by a
questionnaire at the end of the school year, which was given by external, trained testing
personnel. The achievement scores that were used were the students mid-term grades,
which were obtained through school administration. Their results found boys had more

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enjoyment and pride in mathematics and less hopelessness and anxiety than girls. There
were pronounced differences in students perceptions of competence, with girls being
considerably less confident than boys about their abilities in mathematics. The results
showed that positive beliefs and values had a positive impact on achievement, as negative
beliefs and values, had a negative impact on achievement.
Another study conducted by Brandell and Staberg, Mathematics: a female, male or
gender-neutral domain? A study of attitudes among students at secondary level,
published in Gender and Education in September 2008, looks at attitudes towards
mathematics as a school subject and as a future field of work. The research question
being studied here is, whether students perceive mathematics as a gender-neutral domain
or if they have conceptions of mathematics as a male or possibly a female domain
(Brandell & Staberg, p. 496). This study looked at gender and attitudes students had
towards mathematics based on gender. Many arguments have been made that negative
attitudes about girls in the field of mathematics, have led to low achieving in this subject
area and in future vocations of mathematics. As stated in the study, negative attitudes
towards careers involving mathematics among groups of schoolchildren may be linked to
a low inclination to choose optional courses in mathematics (Brandell & Staberg, p.
496). The study was conducted in Sweden with a total of 1,300 students answering the
questionnaire Who and mathematics. The study was implemented using both
quantitative and qualitative designs. The questionnaires were paired with interviews of
24 male and 24 female students. The results from the study were not necessarily
conclusive on attitudes about a certain group learning mathematics. The study did
recognize that students acknowledge hard work as a tool in success in mathematics

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learning. This then led to positive attitudes about mathematics, which in turn resulted in
higher achievement for those students.
Hypothesis: Students who have a positive attitude about mathematics, tend to
perform better on mathematics assessment. Students who have a negative attitude about
mathematics, tend to perform poorly on mathematics assessment.
Method:
Participants: The participants in this study will be 7th, 8th, and 11th grade students at
Rock County Public Schools, a total of 38 students. Ninety-seven percent of the students
are Caucasian, while the other three percent are of Mexican-American descent. Of this
group of students, thirty-nine percent are receiving Free and Reduced lunches. Eighteen
of the students are females, twenty are males.
The independent variable for this study is the attitude one has for mathematics, either
positive or negative. The instrument being used to measure attitude is a 5-point Likert
scale consisting of 15 statements. Scores of 50-75 will be considered positive attitudes,
and scores of 30 or lower will be considered negative attitudes. The NeSA assessment
will be used to determine success in mathematics for each student. A score of meets
proficiency (numerical score 85-134) or exceeds proficiency (numerical score 135-200)
will show success on the NeSA math assessment. The scores will then be correlated
using the Pearson r. This study is correlational research, in that data will be collected
about students attitudes, and then correlated with assessment scores, to determine
relation.
Procedure: NeSA end of year assessments are given each spring, beginning in third
grade through eighth grade. In high school, the math end of year test is only given to

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juniors. In selecting participants for this study, I will be using the seventh, eighth, and
eleventh graders from Rock County Public Schools since they will be taking the
assessment and my interest is in secondary mathematics education in relation to attitudes.
Attitude surveys will be done by myself, at each of the three grade levels. I will
distribute the Likert scale at the beginning of March, before testing has been discussed.
The NeSA test window is from the middle of April to the beginning of May each year.
The students will then take the NeSA assessment at the end of the school year, as
scheduled by their testing coordinator. Scores for this test do not become available until
end of July, or beginning of August for the school district.
Data Analysis:
Students will be given an attitude survey using the Likert scale, scores can range from 075, with zero being the lowest (negative attitude) and 75 being the highest (positive
attitude). Students will then take the NeSA state assessment as conducted by their school
testing coordinator. Scores will be available anywhere from the end of July to the
beginning of August. The descriptive statistic used will be finding the mean for attitude,
and also the mean for the NeSA assessment. The individual scores will be correlated
using the Pearson r.
Time Schedule:
1st week in March surveys distributed and answered
2nd week in March surveys will be scored
Mid-April to 1st week in May NeSA assessments will be conducted
End of July to Mid-August NeSA scores will be available to the school district

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End of August to Mid-September the mean of attitudes will be calculated, and also the
mean of the NeSA assessment; the individual scores will also be correlated using the
Pearson r.

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References
Frenzel, A., Pekrun, R., & Goetz, T. (2007). Girls and mathematics A hopeless
Issue? A control-value approach to gender differences in emotions towards
mathematics. European Journal of Psychology of Education, 22(4), 497514.

Brandell, G., & Staberg, E. (2008). Mathematics: a female, male or gender-neutral

domain? A study of attitudes among students at secondary level. Gender and
Education, 20(5), 495-509.