Disparities in school type and gender: the importance of students' attitudes toward mathematics, family support, active learning strategies and self-efficacy

Abstract

The decline in academic performance in mathematics is a major problem known to not only the guardians but also academicians inspiring the improvement of students' performance most especially in mathematics. This report presents the effects of gender disparities and school type on student attitudes toward mathematics, parental support, active learning practices, the academic performance of students in mathematics and self-efficacy. The observed disparities in male and female students' attitudes toward mathematics and academic achievement are statistically significant. Male students have a more evident and positive attitude toward mathematics than female pupils. Academic achievement of male students is much higher than that of female students. Home support is weak for students who attend a boys-only school or a girls-only school. There is a considerable gap in academic achievement between children who attend a boys or girls school and those who attend a mixed school.