Research Article
Gender Gap in Mathematics Achievement: Empowering Women’s Awareness in Mathematics
@INPROCEEDINGS{10.4108/eai.21-10-2022.2329587, author={Alberta Parinters Makur and Bedilius Gunur and Apolonia Henrice Ramda}, title={Gender Gap in Mathematics Achievement: Empowering Women’s Awareness in Mathematics}, proceedings={Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 2022, Ruteng, Flores, Indonesia}, publisher={EAI}, proceedings_a={ICEHHA}, year={2023}, month={5}, keywords={generative learning gender mathematics achievement real analysis}, doi={10.4108/eai.21-10-2022.2329587} }- Alberta Parinters Makur
Bedilius Gunur
Apolonia Henrice Ramda
Year: 2023
Gender Gap in Mathematics Achievement: Empowering Women’s Awareness in Mathematics
ICEHHA
EAI
DOI: 10.4108/eai.21-10-2022.2329587
Abstract
This study assessed gender differences in learning mathematics using generative learning. This research was a quasi-experimental research with a posttest-only control group design. Fifty-seven pre-service mathematics teachers were involved in this study. Nineteen male pre-service mathematics teachers and thirty-eight female teachers were taught real analysis using generative learning. The data were collected through an essay test. Using a t-test at 0.05 level of significance, the data analysis and interpretation of this study indicated that male and female pre-service mathematics teachers who took real analysis courses using generative learning did not differ significantly in achievement, revealing that male and female pre-service mathematics teachers were able to compete and collaborate in mathematics. The findings suggest that a generative learning strategy can improve the critical thinking skills of males and females who took real analysis courses.