The Effect of Gender on Elementary Students’ Goal Orientations, Use of Learning Strategies, and Mathematics Achievement

By Fatma Kayan Fadlelmula.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This study examines how gender has an impact on elementary school students’ goal orientations, use of learning strategies, and mathematics achievement. The sample consisted of 1019 seventh grade elementary school student, enrolled in public elementary schools, located at four different urban and rural districts in Ankara. Data were collected during the spring semester of 2009-2010 academic years. Participants completed a survey composed of two parts; a questionnaire and a mathematics achievement test. The results of the study revealed that female students had significantly different achievement goal orientations, perception of classroom goal orientations, use of learning strategies, and mathematics achievement than male students. However, Regardless of the statistical significances obtained, the actual differences in the mean scores were highly small practical significance.

Keywords: Achievement Goal Orientation, Classroom Goal Structure, Self-efficacy, Self-regulation Strategies, Achievement, Mathematics Education

The International Journal of Learning, Volume 18, Issue 1, pp.337-346. Article: Print (Spiral Bound). Article: Electronic (PDF File; 798.260KB).

Fatma Kayan Fadlelmula

Doctoral Student, Elementary Education, Middle East Technical University, Ankara, Turkey

Fatma is a PhD student in the Elementary Education Department, Middle East Technical University, Turkey. She has worked as a research assistant at Research Coordination Office in Middle East Technical University since October 2007. Previously, she was working as a multimedia content designer, for which she prepared the educational contents of e-learning products for both national and international projects. Until now, she is involved in studies relating to elementary mathematics education, mathematical problem solving, self-regulation and achievement goal orientations.


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