Chapter 1
Introduction
This chapter present the background of the study, theoretical framework, conceptual
framework, statement of the problem, significance of the study, scope and limitation of the
study, definition of terms.
1.1 Background of the study:
Basic arithmetic skills from the foundation of mathematical understanding and are crucial
for academic success in later stages of education. As students transition into junior high, their
proficiency in arithmetic can significantly impact their overall performance in mathematics and
other related subjects. The study of National Research Council, 2001 states that basic
arithmetic skills, included addition, subtraction, multiplication, and division, are fundamental to
mathematical education. Research emphasizes that proficiency in these skills is critical for
student’ success in more complex mathematical concepts and problem-solving. According to
Baroody, 2006 effective teaching strategies, early intervention programs, and practice
opportunities contribute significantly to students’ mastery of arithmetic.
Gender differences in academic performance, particularly in mathematics, have been the
subject of extensive research. Historically, studies have indicated varying results regarding
gender disparities in arithmetic skills and mathematical achievements. The study of Geary, 1996
suggests that boys might outperform girls in mathematics due to societal expectations or
differences in learning styles, while other studies find no significant gender differences or even
that girls perform better in specific contexts. In junior high school, where foundational
arithmetic skills are further developed and tested, it is crucial to explore how gender might
influence performance. The influence of gender on mathematical performance has been
extensively studied. Early research suggested that boys generally out perform girls in
mathematics, including arithmetic, due to differences in spatial abilities and societal
expectations. However, more recent studies have challenged this view, showing that gender
differences in mathematical performance are minimal and often context-dependent (Hyde et
al.,2008).
Factors such as teaching methods, classroom environment, and societal attitudes can
affect student’s engagement and success in arithmetic. Understanding the factors that
influence this proficiency is essential for developing effective teaching strategies and ensuring
equitable educational outcomes. For instance, stereotypes and biases might impact student’s
confidence and interest in mathematics, potentially influencing their performance. According to
Fennema & Sherman, 1976. The societal attitudes and educational practices can impact gender
differences in arithmetic skills. Research indicates that gender stereotypes and teacher
expectations ca affect student’s confidence and interest in mathematics. Classroom
environments that promote gender equity and challenge stereotypes can help mitigate these
differences in the study of Pomerantz et al., in 2002. Interventions and outcomes: Interventions
aimed at improving arithmetic skills and addressing gender disparities have been explored.
Programs that focus on boosting student’s selfefficacy, providing targeted support, and
encouraging equitable participation in mathematics can lead to better outcomes for both
genders (Beilock et al., 2010).
This study aims to investigate the role of gender in the academic performance of junior
high Students in basic arithmetic skills. By analyzing performance data and considering various
contributing factors, the study seeks to provide insights into any existing gender differences and
identify strategies to support all students effectively. Understanding these dynamics can help
educators tailor their approaches to address any disparities and enhance overall educational
outcomes. This background sets the stage for examining how gender might impact arithmetic
performance among junior high students and highlights the importance of addressing potential
differences to improve educational practices. This review highlights key findings and areas of
focus regarding basic arithmetic skills and gender differences in academic performance. It
underscores the importance of considering both individual abilities and broader educational
factors in addressing performance disparities.
1.2 Statement of the Problem
This study aims to investigate the role of gender in the academic performance of the grade 7
Students in basic arithmetic skills.
1. What is level of Arithmetic Skills of the Grade 7 Male students?
2. What is the level of Arithmetic Skills of the Grade 7 Female students?
3. What is the academic performance of the Grade 7 Male students?
4. What is the academic performance of the Grade 7 Female students?
5. Is there a significant relationship between basic arithmetic skills and the role of gender in the
academic performance?
1.3 Theoritecal framework
The study of Sandra Bem in 1981, Gender schema theory is a cognitive theory that explain
how individuals become gender in society. Gender as a social factor that interacts with both the
cognitive and affective domians of education by explaining what it means for mathematics to
be gendered and how we can find out who is more dominantly good in mathematics.
Theoretical frameworks in basic arithmetic are vital for guiding instruction by forming a basis
for effective teaching strategies tailored to various learning styles. They help educators
comprehend how children develop mathematical reasoning and determine the appropriate
timing for introducing specific concepts. Additionally, they set benchmarks for assessing
student progress and skill mastery over time. Ultimately, these frameworks enhance teaching
practices, address student needs, and improve mathematical proficiency. Together, they inform
educators on best practices for teaching arithmetic and support diverse learners in acquiring
essential math skills.
1.4 Conceptual framework
The Conceptual Framework about "Basic Arithmetic Skills Roles of Gender in terms of
Mathematics Academic Performance Specifically Grade 7 Students at The Seeds of Life Christian
School of Buug Incorporated.
The independent variable is the Basic Arithmetic Skills and the Mediating variable is the
Roles of Gender and , the dependent variable is the Academic Performance.
ACADEMIC
BASIC MALE
PERFORMANCE
ARITHMETIC SKILLS
OUTSTANDING
ALWAYS
SATISFACTORY
SOMETIMES
FEMALE DID NOT MEET
NEVER
EXPECTATION
1.5 Null Hypothesis
- H₀: There is no significant difference in basic arithmetic skills between male and female Grade 7
students.
Alternative Hypothesis (H₁ or Hₐ)
The alternative hypothesis states that there is an effect or a difference. For this scenario, it could be
expressed as:
- H₁: There is a significant difference in basic arithmetic skills between male and female Grade 7
students.
1.6 Significance of the study
Administrator. This study may provide them with in sights on the development of educational
situation regarding the importance of mathematics discourse in understanding the Basic
arithmetic skills, which may give them idea to conduct trainings or seminars that will equip their
teachers to such new strategy in teaching-learning mathematics.
Parents. Are essential in fostering arithmetic skills by offering support and encouragement at
home. Their involvement can boost children's confidence and interest in math, leading to a
positive learning attitude. By integrating math into everyday activities, such as budgeting or
cooking, parents can make concepts more relatable. Moreover, creating a supportive
environment and communicating with teachers aids in monitoring progress and addressing
challenges. Overall, parental engagement is vital for a child's development and success in
mathematics.
Teachers. The result of the study may encourage them to use Basic arithmetic skills in grade 7
student as an additional approach in teaching mathematics.
Student. Basic arithmetic skills may help them to develop holistically. It could be an aid in
making them more creative, critical thinkers, develop their communicating and collaborative
skill. It may improve the academic achievements and deepens their conceptual understanding.
Future researchers. The findings of this study will guide them on the academic performance of
the students in basic arithmetic skill and it will pave the way for more exponnded studies on
similar field.
1.7 Scope and limitations
This study focus in finding out the relationship between Basic Arithmetic Skills and The Role of
Gender in terms of Mathematics Academic Performance Specifically Grade 7 Students with
different ages and status.
This study has 40 respondents, 22 males and 18 females
1.8 Definition of terms
Basic Arithmetic — is an elementary branch of mathematics that studies numerical operations
like: addition, subtraction, multiplication, and division. In a wider sense it also includes
exponentiation, extraction of roots and taking logarithmics.
Gender — distinguish from an actual biological sex – i.e. , male or female. An individual's self
conception as a man or woman or as a girl or some combination of man/boy and woman/ girl
or as someone outside of those categories altogether.
Male — denoting the sex that produces small , typically motile gametes, specially spermatozoa,
ith Wich a female may be fertilized or insiminated to produce offspring
Female — can bear offspring or produce eggs, distinguish biologically by the production of
gametes (ova) that can be fertilized by male gametes .
Academic Performance — defined as grade point average , standardized test scores,and
educational aspiration and attainment .
Chapter 2
Review of Related Literature
This review examines the literature exploring the relationship between basic arithmetic
skills, gender, and mathematics academic performance. It highlights key findings, controversies,
and future research directions.
Gender Parity in General Math Performance Hyde and Mertz (2009): This seminal review
analyzed data from the US and other nations, concluding that girls have achieved parity with
boys in general math performance. This finding is supported by large-scale studies using
standardized tests like the National Assessment of Educational Progress (NAEP). Lindberg et al.
(2010): A meta-analysis of 242 studies (over 1.2 million participants) found no significant
gender differences in math performance. This suggests that any observed disparities are likely
due to sociocultural factors rather than innate biological differences.
Gender Differences in Higher-Level Math Hyde and Colleagues (1990): While finding no overall
gender difference in general math, this meta-analysis revealed a slight male advantage in
complex problem-solving in high school. This finding is attributed to differential course-taking
patterns, with girls historically taking fewer advanced math courses. TIMSS (219)International
assessments like TIMSS (Trends in International Mathematics and Science Study) show a gender
gap in math performance in some countries, particularly in Spanish-speaking nations. This
suggests that sociocultural factors continue to play a role in influencing math achievement.
The Role of Math Anxiety Hembree (1990): Research consistently shows higher levels of math
anxiety in women compared to men, starting as early as junior high school. This anxiety can
negatively impact math performance, potentially contributing to the observed gender gap.Van
Mier et al. (2019): This study found that math anxiety significantly correlated with arithmetic
performance only in girls in second and fourth grade. This highlights the importance of
addressing math anxiety early in girls to prevent long-term negative effects.
The Influence of Stereotype Threat Stereotype Threat: The belief that girls are less capable in
math can negatively impact their performance, leading to a self-fulfilling prophecy. This
phenomenon, known as stereotype threat, has been extensively studied in relation to gender
and math. Pina et al. (2021): This study emphasizes the importance of addressing potential
gender differences in basic arithmetic skills, as these can contribute to low self-concept among
female students. It underscores the need for careful reporting on gender differences to avoid
perpetuating negative stereotypes.
Basic Arithmetic Skills and Gender Kersey and Cantlon (2018): Research suggests that basic
numerical skills, such as non-symbolic magnitude comparison, are crucial for later mathematical
achievement. While some studies have found gender differences in these skills, others have
not, highlighting the need for further investigation. Winkelmann et al. (2008): Disparities in
findings about gender differences in math performance may be attributed to variations in the
definition of "basic ability" and the cognitive resources required for specific tasks. Breaking
down tasks into components can help identify areas where gender differences emerge and
inform targeted interventions.
Future Research Directions Longitudinal Studies: Longitudinal studies are needed to track the
development of basic arithmetic skills and math performance over time, considering gender
and other relevant factors. This can help identify critical periods for intervention and
understand the cumulative effects of various influences. Interplay of Factors: Further research
is needed to understand the complex interplay of cognitive, affective, and sociocultural factors
that contribute to gender differences in math performance. This includes investigating the role
of stereotype threat, math anxiety, and access to resources.
Effective Interventions Researchers should focus on developing interventions that address
stereotypes, build confidence, and promote equitable opportunities for all students in
mathematics. These interventions should be tailored to specific age groups and consider the
unique challenges faced by girls.
The literature on basic arithmetic skills, gender, and math performance presents a complex
picture. While general math performance has reached parity between genders in many
contexts, the persistent gender gap in higher-level math and the prevalence of math anxiety in
girls require continued attention. By understanding the interplay of factors influencing math
achievement, educators, researchers, and policymakers can work towards creating an equitable
learning environment where all students have the opportunity to excel in mathematics,
regardless of gender.
Foreign Literature
This review explores foreign research examining the relationship between basic arithmetic
skills, gender, and mathematics academic performance. It focuses on studies conducted outside
of the United States.
Studies from Spanish-Speaking Countries: Pina et al. (2021): This study from Chile and Spain
examined basic calculation skills in second and third graders. While no significant gender
differences were found in mean performance, variance, or percentiles, the authors emphasize
the importance of careful reporting on gender differences to avoid perpetuating negative
stereotypes. TIMSS (2019): The Trends in International Mathematics and Science Study (TIMSS)
revealed a gender gap in math performance among fourth graders in Spanish-speaking
countries, with boys outperforming girls. This highlights the need for further investigation into
potential contributing factors in these specific contexts.
European Research:Vos et al. (2023): This study from Belgium examined young adults'
performance on arithmetic and cognitive reflection tests. Results showed women scored lower
than men on both tests, and math anxiety partially mediated the relationship between gender
and arithmetic performance. This suggests that math anxiety plays a significant role in the
observed gender differences.
Lunardon et al. (2022): This study from Italy investigated the role of math anxiety and
neuroticism in numeracy competence among STEM undergraduate students. While no
significant mediation of neuroticism was found overall, neuroticism significantly impacted
numeracy scores for females only. This highlights the potential influence of non-cognitive
factors on gender disparities in STEM fields.
International Perspectives Lindberg et al. (2010): This meta-analysis, including studies from
various countries, concluded that there is no significant gender difference in mathematical
performance overall. However, it acknowledges that sociocultural factors can influence
observed disparities.
Hyde and Mertz (2009): This review, examining data from the US and other nations, found that
girls have achieved parity with boys in general math performance in some countries. However,
it also notes that gender differences in higher-level math and among the mathematically
talented persist in some contexts.
Foreign literature on basic arithmetic skills, gender, and math performance provides valuable
insights into the complex interplay of factors influencing math achievement. While some
studies indicate gender parity in general math, others reveal persistent disparities in higher-
level math and among the mathematically talented. The role of sociocultural influence math
anxiety, and stereotype threat requires further investigation to inform effective interventions
and promote equitable opportunities for all students in mathematics, regardless of gender.
Local Literature
Qualitative Studies: Interviews and focus groups with Filipino students, teachers, and parents
can provide valuable insights into the lived experiences and perceptions surrounding gender
and math performance. This can uncover potential barriers and facilitators to girls' success in
mathematics.
Quantitative Studies: Standardized tests or surveys can assess the prevalence of math anxiety
and stereotype threat among Filipino students, informing targeted interventions and support
programs. Curriculum Analysis: Examining the Philippine mathematics curriculum can identify
potential areas where gender biases or stereotypes might be present, guiding curriculum
revisions and ensuring equitable learning opportunities for all students.
Future Implications: Addressing Stereotypes: Efforts to challenge gender stereotypes and
promote positive attitudes towards mathematics among girls are crucial. This can involve
engaging parents, teachers, and the wider community in promoting gender equity in STEM
fields.
Building Confidence: Interventions aimed at building confidence and reducing math anxiety
among girls are essential. This can include providing support through peer mentoring,
workshops, or specialized programs.
Teacher Training: Training teachers on gender-sensitive pedagogy and inclusive teaching
practices can create a more supportive learning environment for all students, regardless of
gender.
