Addressing the gender gap in student achievement

Abstract

What affect do gender specific strategies have on student achievement in math? The question was researched in a fourth grade classroom setting where four classes were taught in a departmentalized situation. Of the four mathematics classes, two were selected to be the subjects for the research question. Of the two classes, one was the experimental group, the other, the control group. A student survey was administered to determine how students viewed themselves as achievers in mathematics and how effective they felt the gender specific strategies used during instruction were. Pre and post test over chapters in the textbook were also administered. The teacher also kept a reflective log to review lessons and the effectiveness of the gender specific strategies. The following techniques were implemented to foster results: using manipulatives, games, humor, and cooperative learning. The findings of this research indicate that students achieve equally well by instruction given with or without gender specific teaching strategies.