A Comparative Study on Mathematics Difficulties Faced by Male and Female Students at the Secondary Level

Abstract

This study looks at differences in mathematical challenges experienced by male and female students in the 9th and 10th grades in public secondary schools in Islamabad. The study takes a quantitative, descriptive approach and emphasizes geometry, algebra, and understanding of signs, symbols, and typical mathematical mistakes. The population was 5 schools and 500 students and the sample of study was 2 schools and 200 students. The questionnaire is used for data collection purposes. The descriptive statistics is used as an analysis technique. The data show that male students struggle more with mathematics, notably with sign changes, grabbing basic algebraic terminology, principles, and formula application. Female students, on the other hand, have less trouble with algebra but have no interest in studying mathematical patterns and struggle with mathematical assignments. Both genders meet equal difficulties with mathematical signs and symbols, while female students experience them more acutely. Furthermore, females are more likely than men to make errors in calculations involving carrying, order of operations, multiplication, division, unit conversions, and logarithms. Males, on the other hand, have a stronger interest in mathematics and are better familiar with numerous mathematical topics. The study emphasizes the need for gender-specific educational solutions to address these unique barriers and improve mathematics learning.