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

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

doi:10.29333/iejme/636

Full Text (PDF)

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

More Detail

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

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2017, Volume 12, Issue 3, 599-608

https://doi.org/10.29333/iejme/636

Publication date: 11 Sep 2017

Article Views: 2710

Article Downloads: 2241

Open Access References How to cite this article

References

Arthur, Y. D., Aseidu-Addo, S. & Annan, J. (2015). Student mathematics interest in Ghana: The role of parent interest, gender, basic school attended and fear of basic school mathematics teacher. Advances in Research, 5(5), 1–8.
Bargh, J. A., Gollwitzer, P. M. & Oettingen, G. (2010). Motivation. Handbook of Social Psychology, 2, 268–316.
Brown, L. I. & Kanyongo, G. Y. (2010). Gender differences in performance in Mathematics in Trinidad and Tobago:Examining affective factors. International Electronic Journal of Mathematics Education, 5, 113–130.
Deci, E. L. (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective. In The Role of Interest in Learnig and Development (pp. 43–70).
Deci, E. L. & Ryan, R. M. (2000). The “ What ” and “ Why ” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268.
Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3), 325–346.
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M. & Meece, J. et al. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and Sociological Approaches (pp. 75–146). San Francisco,: Freeman.
Fredricks, J. A. & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519–533.
Frenzel, A. C., Goetz, T., Pekrun, R. & Watt, H. M. G. (2010). Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context. Journal of Research on Adolescence, 20(2), 507–537.
Gottfried, A. E., Fleming, J. S. & Gottfried, A. W. (1994). Role of parental motivational practices in children’s academic intrinsic motivation and achievement. Journal of Educational, 86, 104–113.
Gottfried, A. E., Marcoulides, G. a, Gottfried, A. W., & Oliver, P. H. (2013). Longitudinal Pathways from Math Intrinsic Motivation and Achievement to Math Course Accomplishments and Educational Attainment. Journal of Research on Educational Effectiveness, 6(1), 118-131.
Hannula, M. S. (2006). Motivation in mathematics: Goals reflected in emotions. Educational Studies in Mathematics, 63(2), 165–178.
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T. & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73(6), 1284–1295.
Honicke, T. & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84.
Ijaz, M. A. (1975). Motivating students. Physics Today, 28(12), 60-61. https://doi.org/10.1063/1.3069253
Jabor, M. K., Machtmes, K., Buntat, Y. & Kungu, K. (2011). The Influence of Age and Gender on the Students ’ Achievement in Mathematics. In International Conference on Social Science and Humanity, 5, 304–308.
Kenrick, D. T., Neuberg, S. L., Griskevicius, V., Becker, D. V. & Schaller, M. (2010). Goal-Driven Cognition and Functional Behavior: The Fundamental-Motives Framework. Current Directions in Psychological Science, 19(1), 63–67.
Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15(5), 381–395.
Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123–1135.
Lubienski, S., Robinson, J., Crane, C. & Ganley, C. (2013). Girls’ and Boys' Mathematics Achievement, Affect, and Experiences: Findings from the ECLS-K. Journal for Research in Mathematics Education, 44(4), 634–645.
Pantziara, M. & Philippou, G. N. (2014). Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences. International Journal of Science and Mathematics Education, 7(2), 1–27.
Reeve, J. & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106(2). 178-189.
Ryan, R., & Deci, E. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67.
Ryan, R. M., & Lynch, J. H. (1989). Emotional Autonomy Versus Detachment : Revisiting the Vicissitudes of Adolescence and Young Adulthood. Child Development, 60, 340–356.
Skaalvik, S., & Skaalvik, E. M. (2004). Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation. Sex Roles, 50(3), 241–252.
Stevens, T., Olivarez, A., Lan, W. Y., & Tallent-Runnels, M. K. (2004). The Journal of Educational Research Role of Mathematics Self-Efficacy and Motivation in Mathematics Performance Across Ethnicity. The Journal of Educational Research, 974, 208–222.
Van De Gaer, E., Pustjens, H., Van Damme, J. & De Munter, A. (2008). Mathematics participation and mathematics achievement across secondary school: The role of gender. Sex Roles, 59(7-8), 568–585.
Wang, M.-T. (2012). Educational and career interests in math: A longitudinal examination of the links between classroom environment, motivational beliefs, and interests. Developmental Psychology, 48(6), 1643–1657.

How to cite this article

APA

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. https://doi.org/10.29333/iejme/636

Vancouver

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. https://doi.org/10.29333/iejme/636

AMA

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. https://doi.org/10.29333/iejme/636

Chicago

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. https://doi.org/10.29333/iejme/636

Harvard

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. https://doi.org/10.29333/iejme/636

MLA

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. https://doi.org/10.29333/iejme/636