Is there any interaction effects of students’ gender and mathematical disposition towards learning achievement?

Abstract

Abstract Mathematics learning achievement is affected by external and internal factors. External factors include the environment and teachers, while one of the internal factors is the student’s gender. However, the research findings of gender difference effects on learning achievement showed varied results. It indicates that there might be other factors which have important effects on gender differences towards learning achievement, such as mathematical disposition. The aim of this quantitative study is to describe the interaction effects between students’ gender and mathematical disposition towards learning achievement. Participants consisted of 200 high school students. Data were obtained using a questionnaire on a Likert scale and the score of the daily test result. Furthermore, the data were analysed using Two-way ANOVA. Findings revealed that there is no interaction effect between the two variables towards learning achievement. As an individually separated factor, mathematical disposition does have an effect on students’ learning achievement, but, is not the case with students’ gender. Results and recommendations are further discussed in this paper.