Gender Differences in Mathematics Achievement Between Canadian and Asian Education Systems

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20 Scopus citations


Gender-related issues were examined in four education systems (British Columbia, Ontario, Hong Kong, and Japan) based on algebra and geometry achievement data of Population A (13-year-olds) and Population B (high school seniors) from the Second International Mathematics Study (SIMS). The results showed (a) no significant interaction effects between gender and education system, (b) no significant gender differences in algebra, and (c) significantly higher performance in geometry by Population B male students. Within each education system, no gender differences in any mathematical area were found to be significant in either population. The investigation on the variability of mathematics achievement by gender illustrated different patterns between Canadian and Asian education systems. The findings also suggest that each education system affects the academic development of male and female students in similar ways, although one gender might be affected more seriously than the other.

Original languageEnglish
Pages (from-to)118-127
Number of pages10
JournalJournal of Educational Research
Issue number2
StatePublished - 1995

ASJC Scopus subject areas

  • Education


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