Gender Differences in Mathematical Reasoning and Academic Performance Among Junior High School Students

@article{1709205,
      author = {Marjorie L. Garcia, LPT, MaEd, Sonia S. Cadawas, Ed. D.},
      title = {Gender Differences in Mathematical Reasoning and Academic Performance Among Junior High School Students},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {8},
      number = {12},
      pages = {803-810},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1709205.pdf},
      abstract = {The study was conducted to determine if there was any significant relationship between the level of mathematical reasoning and academic performance among junior high school students; if there was any significant difference in the level of mathematical reasoning among gender; and lastly if there was any significant difference in the level of academic performance among gender. The researcher used the descriptive method and the appropriate statistical tools were utilized to treat the gather data. This research considered the gender variation in mathematical reasoning and academic achievement of Junior High School students. The results showed that female students demonstrated strong proficiency in systematic problem-solving, identifying errors, and abstract mathematical concepts. Female students lacked confidence in problem-solving related to fractions, percentages, algebra, and the application of mathematics to actual situations. Male students, however, were good at systematic problem-solving, recognizing errors and establishing general principles but were a bit less confident in abstract thinking and application. The findings also uncovered that male students consistently surpassed female students in total academic achievement by a higher percentage obtaining outstanding marks, while female students showed more dispersed distribution in their performance.   Statistical analyses certified the existence of a moderate and significant positive correlation between mathematical reasoning and academic performance. The data also proved significantly high on both mathematical reasoning and academic performance across male and female students, while males performed at higher levels for both mathematical reasoning and academic achievement. The research emphasized the need for targeted interventions to improve mathematical reasoning and confidence among female students to narrow the identified performance gap. According to these results, the study suggested that remedial classes and physical training as targeted interventions to build confidence in problem-solving with easy mathematical exercises among female students. Gender-responsive pedagogies should also be developed to facilitate male students' abstractness and female students' practical skills. Schools were encouraged to put more emphasis on logical reasoning and problem-solving in general to enhance the overall performance of students. Teachers should employ inclusive teaching methods that embrace multiple learning modalities to ensure equal access to mathematical and academic advancement for both males and females. Subsequent research needs to examine other gender determinants of mathematical reasoning and academic achievement, including instructional approaches, learning environments, and socio-cultural influences.},
      month = {June},
  }