| Summary: | This study compared gender differences in mathematics achievement
in two sub-Saharan Africa cultures (Swaziland and Nigeria) using data from
Second International Mathematics Study (SIMS). Confirmatory Factor
Analysis (CFA) was also used to determine the appropriateness of SIMS
hypothesized mathematics measurement model in assessing students of the
two cultures. MANOVA with a follow up discriminant function analysis
were used to investigate gender differences in means while differences in
skewness and kurtosis of mathematics achievement distribution scores for
males and females were compared using 95% confidence interval graphs of
skewness and kurtosis.
The analysis of the data indicated that gender differences in
mathematics achievement in both countries were statistically significant, but
substantively trivial (eta squared<0.013). Achievement distribution scores in
all mathematical areas (Arithmetic, Algebra, Geometry, Statistics and
Measurement) were similar for males and females in the two countries except
Geometry and Algebra in Swaziland. Gender differences in skewness and
kurtosis were statistically significant (p = 0.05). For Algebra, there were gender
differences in kurtosis only (p = 0.05). The CFA showed that the SIMS
mathematics model did not fit well to the Swaziland and Nigeria data
(GFI<0.803).
The study concluded that there was little justification in assessing
students in the two countries based on the SIMS model. However, based on
the model it appeared that culture seemed to have little influence on gender
differences in mathematics achievement in both countries. The two
countries could therefore share educational policies without creating a gender gap in mathematics achievement. Further research using locally developed
test items and involving more than two factors such as IQ and SES has been
suggested.
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