Gender Stereotype and Motivation in Learning Statistics among Tertiary Students in Ghana

Yarhands Dissou Arthur; Samuel Asiedu-Addo; Simon Kojo Appiah

Yarhands Dissou Arthur, Samuel Asiedu-Addo, Simon Kojo Appiah

Article Type: Research Article
International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 599-608
Published Online: 11 Sep 2017
Article Views: 1334 | Article Download: 1307
Open Access Full Text (PDF)

AMA 10th edition

In-text citation: (1), (2), (3), etc.
Reference: Arthur YD, Asiedu-Addo S, Appiah SK. Gender Stereotype and Motivation in Learning Statistics among Tertiary Students in Ghana. Int Elect J Math Ed. 2017;12(3), 599-608.

APA 6th edition

In-text citation: (Arthur et al., 2017)
Reference: Arthur, Y. D., Asiedu-Addo, S., & Appiah, S. K. (2017). Gender Stereotype and Motivation in Learning Statistics among Tertiary Students in Ghana. International Electronic Journal of Mathematics Education, 12(3), 599-608.

Chicago

In-text citation: (Arthur et al., 2017)
Reference: Arthur, Yarhands Dissou, Samuel Asiedu-Addo, and Simon Kojo Appiah. "Gender Stereotype and Motivation in Learning Statistics among Tertiary Students in Ghana". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 599-608.

Harvard

In-text citation: (Arthur et al., 2017)
Reference: Arthur, Y. D., Asiedu-Addo, S., and Appiah, S. K. (2017). Gender Stereotype and Motivation in Learning Statistics among Tertiary Students in Ghana. International Electronic Journal of Mathematics Education, 12(3), pp. 599-608.

MLA

In-text citation: (Arthur et al., 2017)
Reference: Arthur, Yarhands Dissou et al. "Gender Stereotype and Motivation in Learning Statistics among Tertiary Students in Ghana". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 599-608.

Vancouver

Abstract

The present study has presented the effect of gender on tertiary students’ motivation, feeling of competence, relatedness and autonomy. The survey consists of cohort samples of 251 males and 78 females from tertiary institutions in Ghana. Non-parametric chi-square test of independence was used to assess the effect of gender on students’ motivation in learning statistics. The study results have indicated that students’ gender have no influence on the self-determination of student to learn statistics. The paper further revealed that students’ gender has no significant influence on the tertiary students’ need for competence, relatedness and autonomy. This study has established the fact that the tertiary students’ need for autonomy, relatedness and competence in learning statistics is independent of the students’ gender.

Keywords

Relatedness students’ motivation competence Ghana statistics

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