Futures

DEPARTMENT OF EDUCATION
REGION VII, CENTRAL VISAYAS

DIVISION OF DUMAGUETE CITY
DUMAGUETE CITY NATIONAL HIGH SCHOOL
CALINDAGAN, DUMAGUETE CITY
Gender Differences in Students’ Mathematics Performance in Dumaguete

City National High School
In partial fulfillment of Practical Research 2
Group Leader:
Denolan, Denmark
Group Members:
Academia, Raymund
Averia, Allaine T.
Belotendos, Gwyneth Dian K.
Estorco, Daisy J.
Maquiling, Mona Jane C.
Submitted to:
Gala Cataylo Galera, MBA MAEd
TABLE OF CONTENTS
Page
Cover Page ..................................................................................................................... i

CHAPTER 1
The Problem and Its Scope ...................................................................................... 2
Introduction ................................................................................................................... 2
Theoretical Background .............................................................................................. 2
Theoretical Framework................................................................................................ 2
Review of Related Literature ...................................................................................... 2
Review of Related Studies .......................................................................................... 2
Conceptual Framework................................................................................................ 2
The Problem ................................................................................................................ 2
Statement of the Problem ............................................................................................ 2
Scope and Limitations of the Study ........................................................................... 2
Significance of the Study ............................................................................................ 2
Research Methodologies ........................................................................................... 2
Research Design ........................................................................................................... 2
Research Environment ................................................................................................. 2
Research Respondents ................................................................................................. 2
Research Instrument..................................................................................................... 2
Research Procedure ...................................................................................................... 2
Statistical Treatment of the Data ................................................................................ 2
Operational Definition of Terms ................................................................................ 2

Calindagan, Dumaguete City
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Acknowledgement
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Abstract
Self-concept in mathematics can be defined as student ratings of their skills,
ability, enjoyment, and interest in mathematics is seen as an essential factor in
their achievement in math. This study assessed the self-concept and academic
performance in Math of the Grades 9, 10, 11 and 12 students of a public national
high school, Dumaguete City, Philippines. The study employed descriptive
correlational research. Eighty respondents were asked to answer a survey
questionnaire in order to measure their self-concept. Their academic performances
were assessed using their grades in Math. The assembled information was dealt
with measurably utilizing recurrence, percentage, weighted mean, and standard
deviation. Results revealed that they had an average moderate level of self-
concept towards learning Mathematics. A slight gender difference was found on
the self-concept of the respondents and there was no negative significant
relationship between self-concept and the respondents’ academic performance in
Mathematics. Hence, a Math performance maintenance and pleasant Math
Education plan is highly recommended for adoption and evaluation.
Keywords: academic performance, self-concept, learning mathematics

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THE PROBLEM AND ITS SCOPE
Introduction
One of the important tools of our life is mathematics. It is a tool we can
use to get knowledge in communicating with others. It can make life a little bit
easier and become more creative. It helps improve our critical thinking abilities
and problem solving skills. It also makes us prepared for the future because our
world is full of numbers to handle, like whenever we pick up the phone, manage
money, travel to some places, play games, meet new friends; unintentionally, in
all these things, mathematics is involved.
In any culture of the different countries around the world, it is a
widespread stereotype that Mathematics is linked among adult males, with the
perception that “Math is for males,” which resulted to the underrepresentation of
women in the field of science, engineering and mathematics (Cvencek et al.,
2015). This stereotype has been influential in the educational interests and career
choices of children (Cheryan et al., 2015). Most researchers had reported that
boys have more positive self-concept than girls in Mathematics (Kamoru &
Ramon, 2017).
In the Philippines, few kinds of literature discuss gender differences in the
self-concept and performance of the students in mathematics. It is interesting to
explore whether the findings of the previous studies are consistent or reflective
with the students in this country. According to Capuno et al. (2019) that Filipino
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students’ performance in Math needs to be improved as reflected in the 2016-
2017 Global Competitiveness Report; in this, the Philippines ranked 79th out of
the 138 participating countries in terms of the quality of Science and Math
education. This report is consistent with the Department of Education’s (DepEd)
National Achievement Test (NAT) results, in which the Mean Percentage Score in
Mathematics was 48.63%, a score below the 50 percent requirement of DepEd. It
is essential that factors affecting the performance of the students in Math are
explored in order to address these concerns, neglecting to address these problems
will worsen the situation of the country’s educational development. To address
these problems, an assessment of the status of the problem must start from the
school level.
The students were observed to have adopted the societal stereotype that
boys perform better in Math than girls. This is evident when tasks are given to the
students, yet most girls would be hesitant to participate; they prefer that boys
perform the tasks given to them. Other than that, if group activities are given, girls
usually refuse to accept the responsibility of doing the activities assigned to them.
Boys are usually delegated to do the tasks for the group. In this connection, boys
are observed to be more confident in sharing their ideas and solutions to the class
whenever they are asked to discuss their answers in front. If left unattended, this
scenario will promote the perceptions that girls are inferior to boys when it comes
to mathematics skills.
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Theoretical Background
This study is anchored on the Self-concept theory, as discussed by Sincero
(2012), which mentioned three aspects of self-concept. First, Self-concept is
learned. Individuals develop the self-concept and can be changed, which the
surrounding environment affects (Zimmerman, 2013). This is a result of the
contacts with different individuals through socialization. Likewise, when students
observed from the societal stereotype that boys are better than girls in Math, they
tend to develop the concept based on what is perceived by society to be true to
them.
Second, the self-concept is organized. One may look at him in different
ways, but there is one perception that will help the individual organize these
perceptions. When beliefs of individuals are consistent with what he is, there is a
tendency that this belief would stay on the person and thus it would be tough to
change this perception though it is possible to change this. Students who think
that they are useful in Math and perform well in the subject would likely develop
a positive self-concept towards the subject. However, when one finds Math a
problematic subject and results of exams and performances are weak, they would
likely to think that they could not perform well in the subject. The stereotyping on
the skills of the students could reinforce this thinking.
Third, the self-concept is dynamic. As individuals experience different
situations in life, his beliefs may change depending upon what kind of situation he
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experiences and how they respond to these experiences. The reactions of an
individual are dependent on how they perceive themselves in a given situation
wherein there is the tendency to let go of things that are not consistent to them and
hold on to the things that would reflect oneself and helpful in developing a more
favorable personal being. The students’ experience in school is significant in
molding their self-concept towards any academic subject, especially in subjects
wherein most students find this subject challenging. Allowing the students to have
a pleasant experience in Math would help eliminate the gender gap between the
students’ performance in Math. This could also assist in promoting a positive self-
concept towards the subject regardless of gender. Teaching strategies that
eliminate students’ gap in performance could help improve students’ performance
in school.
Moreover, this study is also anchored on the gender intensification theory
by Hill and Linch (1983) as cited by Priess-Groben and Linberg (2018) which
suggests that girls and boys experience increased pressure to conform to culturally
sanctioned gender roles during adolescence. Individuals form their identity based
on their experiences and expectations of the environment from them. Adolescents
start to develop such feelings as they socialize with other people. Once they can
identify and organize their perceptions on their being, they will try to assess if
their perceptions are consistent with whom they are. Societal stereotype plays a
significant role in molding the identity of adolescents like the gender-role

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stereotype, which can affect the academic self-concept of the students (Cheryan et
al., 2015).
High school students tend to develop their own identity in school and act
accordingly on what is expected from them. This situation is relevant to the
school responsibilities and tasks that students may encounter in school. If students
develop their self-concept towards the subject, they will identify their perceived
limitations and strengths of the subject. Hence, they perform tasks according to
their perceived capabilities. The stereotype that Math is for males are commonly
observed in schools (Nosek et al., 2002). In this connection, teachers need to
establish strategies that are eliminating gender gaps in terms of the self-concept
and performance of the students in Math.

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Theoretical Framework
LEARNED
ORGANIZED SELF-CONCEPT
DYNAMIC
Figure 1. The Framework of Self-Concept Theory by Sincero (2012)

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Each of the color that fills each shape in the framework represents
something relevant.
Blue is the representation of learned aspect in the composition of self-
concept. Blue represents knowledge, power, integrity and focus. When it comes to
the field of Mathematics, learning something new means attaining a fresh idea
which color clue also represent.
Green color symbolizes organized in self-concept. Green is the color of
nature and it represents growth, harmony, and fertility. Green also indicates peace
in Mathematics tasks should be organized to have ease in solving those complex
questions.
Red color represents energy, strength, power, and determination; the true
power of dynamic self-concept. In real life when someone wants to achieve
something he/she will find a way to feel motivated to attain his/her goals with the
help of others from different environments.
Yellow stands for freshness, happiness, positivity and clarity which
correspond to the idea of the self, constructed from the beliefs one holds about
oneself and the responses of others which make someone feel happy, enlightened,
and dedicated to work after being influenced, taught, or reflected from others.
Self-concept theory is even-kneeled with three aspects. First, Self-concept
is learned. Individuals develop the self-concept and can be changed, which the
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surrounding environment affects (Zimmerman, 2013). This is a result of the
contacts with different individuals through socialization.
Second, the self-concept is organized. One may look at him in different
ways, but there is one perception that will help the individual organize these
perceptions.
Third, the self-concept is dynamic. As individuals experience different
situations in life, his beliefs may change depending upon what kind of situation he
experiences and how they respond to these experiences.
Review of Related Literature
Gender differences in mathematical performance have received
considerable scrutiny in the fields of sociology, economics and psychology.
According to the “School Context and Gender Differences in
Mathematical Performance Among School Graduates in Russia” by (Bessudnov
and Makarav, 2015), “We analyze a large data-set of high school graduates who
took a standardized mathematical test and find no substantial difference in mean
test scores across boys and girls”. Howevew r, boys have a greater variance of
scores and are more numerous at the top of the distribution. In particular of the
top of the distribution, male advantage in test scores is concentrated in cities and
the schools with an advanced curriculum.

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Based on the article, the Economic Development and Cultural Change
(Bharadwaj et al 2016), girls are outperformed by boys in Mathematics. The
article has shown that the reason behind one’s bias is stereotype threat. The threat
may affect some women that may not bind with the underlying concept of gender
gap in Mathematics performance. There are many ways to close the gaps between
genders in the field of Mathematics and which extensive research may hamper the
research and implementation of effective interventions.
The article “Understanding the Gender Gap in Mathematics Achievement;
The Role of Self-Efficacy and Stereotype Threat” (Schewery, Hulac, and
Schweinle, 2016), provides school psychologists with an understanding of the
important issues related to the gender gap in mathematics achievement. The
extant literature suggests that girls tend to receive lower scores than boys on
standardized math tests, but in general these differences tend to be small.
However, girls have better classroom grades and outperform boys on curriculum-
based measures. One of the key factors that account for these differences involves
self-efficacy. The role of self-efficacy in mathematics achievement is discussed as
well as relevant recommendations for school psychologist.
A support to the prior article is Ganley’s review that states that there are
only small differences between boys and girls math performance and those
differences depend upon their age, skill level and what type of math they are
attempting. During early ages, school boys and girls generally perform similarly
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on math tests but later in colleges, more consistent differences starts to emerge. In
general, boys tend to outperform girls on tests that are less related to what is
taught in schools but when it comes to grades in school, which are even more
closely tied to the curriculum, girls often outperform boys (Ganley, 2018).
The Gender Gap in Mathematics: Evidence From a Middle Income
Country (Bharadwaj et al., 2015) states that there are several features in their
relative performance in the gender gap in mathematics. The gap appears to
increase with age, the parental background and investment in child, unobserved
ability and classroom environment (includes the gender of the math teacher). On
average, boys perform better than girls and conditional on math scores, girls find
math more difficult.
According to an examination that math gender gap in primary schools in
19 African countries by giving tests to primary school children. It ended favoring
boys, similar to results in other findings from other developed countries the gap
cannot be explained by gender differences in observable characteristics but varies
widely with regional characteristics and this variation suggests that simple generic
explanations are insufficient (Dickerson, 2015).
Timmerman et al. (2017) examined the relationship between the Math
self-concept and Math achievement of the 108 twelve to 14-year-old students
from a secondary school in the Netherlands. They found that there is a significant
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positive correlation between Math self-concept and achievement of the students in
all four domains of Math, such as measurement, relations, numbers, and scale.
Furthermore, the regression analysis showed that Math self-concept was
significantly accounted for in the variance of Math scores of the students.
Review of Related Studies
Researchers have come up with the range of hypotheses about differences
in spatial abilities. The differences start early and it is evident that boys already
show preferences towards spatial systems when they are young. This could give
them a cognitive head start for learning mathematics and science. Researchers
have also looked for biological causes to explain this sex difference. Some
hypothesize that men are more concrete – that is, to perform spatial tasks, they use
the right hemisphere of the brain more often that women do (Hunter, 2017).
More studies concerning spatial abilities of both sexes are concerned like
the recent study of algorithm solution strategies were students’ default choice for
both types of problem across conditions that manipulated item format solution
and time use of intuitive strategies on unconventional problems was evident only
for high ability students (De lisi, 2019). Male students were more likely than
female students to successfully match strategies to problem characteristics.

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A revised taxonomy of problems located on gender differences on
graduate record examination, Quantitative (GRE-Q) items. Men outperformed
women overall, but the difference was greater on items requiring spatial skills
shortcuts or multiple solution paths than on problems requiring verbal skills or
mastery of classroom based contents. Result suggests that strategy flexibility is a
source of ender difference in mathematical ability accused by SAT-M and GRE-Q
problem solving (Gallagher, De lisi, Holst, 2019).
Samuelsson (2016), with respect to students’ relation to Mathematics, we
found out that boys perceive mathematics to be more important that girls do. One
implication for teachers from the study points out how different aspects of
perceived learning environment affect students’ achievement in Mathematics.
Kamoru and Ramon (2017) investigated the relationship between self-
concept and Math achievement of 200 senior secondary school students from
Ibadan Metropolis using random sampling. Students were asked to answer the 20-
item Math Self Concept Questionnaire and took a 30-item multiple choice Math
Achievement Test. Results uncovered that there was no noteworthy distinction in
gender for Math self-concept. Furthermore, there was a significant positive
correlation between the self-concept and the Math achievement of the students.
Thus, they suggested that teachers should develop a positive self-concept of the
students towards Mathematics and provide a pleasant teaching experience in order

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to enhance higher self-concept and better performance of the students in
Mathematics.
Cvencek et al. (2015) studied the gender identity, Math -gender
stereotypes, Math self-concepts, and Math achievement of Singaporean
elementary students. Students were asked to answer the Child Implicit
Association Tests (Child IAT) and the standardized Math achievement test.
Results showed that Math self-concepts were positively related to Math
achievement. There was a significant correlation between stronger Math self-
concept and stronger Math-gender stereotypes for boys but a weaker Math self-
concept for girls. Lastly, Math-gender stereotypes were significantly related to
Math achievement.
Dramanu and Balarabe (2013) examined the relationship between self -
concept and the academic performance of Junior High School students in Ghana.
Students were asked to complete the self-concept questionnaire and answer the
Math achievement test. Results uncovered that there was a critical connection
between results revealed that there was a significant relationship between self-
concept and academic performance of the students. Further, a significant
difference between the self-concept of the urban and rural high school students
has also observed wherein urban high school students had higher scores.
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Lee and Kung (2018) explored the relationship between Math self-concept
and Math achievement of the Junior High School Taiwanese students using
structural equation modeling. They found that there was a considerable gender
contrast concerning the student’s Math self-concept and Math achievement. Boys
showed a higher self-concept than girls, but girls had higher Math achievement
than boys. Similarly, Ajogbeje (2010) investigated the relationship between self-
concept and academic achievement of the 450 secondary students in Ekiti State
using multiple regression analysis. Results uncovered that there was a critical
connection between self-concept and Math achievement. It also revealed that
moderate self-concept could predict Math achievement.
Ansari and his colleagues re-analyzed a data set from a previous study on
basic numerical processing in an effort to identify potential effects of gender.
“These data provide further evidence that the stereotype of girls being inherently
worse at math compared with boys is false” – a statement in the article of gender
differences in early math ability. The results of their analysis published in
February 2018 in the journal Child Development, strongly point to gender
similarities for the majority of the tasks that were investigated. Although, the
authors found no evidence of gender differences for most tasks there were 2
exceptions: i) Boys clearly outperformed girls on the number line estimation task,
ii) while girls outperform boys on a counting task that required them to count the
number of dots on the screen as quickly and accurately as possible (Kim, 2018).
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Conceptual Framework
SELF- GENDER
CONCEPT INTENSIFICATION
THEORY THEORY
(Sincero, 2012) (Harry and Linch, 1963)
SELF-CONCEPT GENDER
ON ONi
MATH PERFORMANCE
Figure 2. The Conceptual Framework of the Study.
The conceptual framework of this study is analogous to the Self-concept
theory presented by Sincero (2012) and Gender Intensification theory by Hill and
Linch (1983). Learning is in influence with the interaction of students in different
environment with different people through socialization. Organization is when a
student’s perception is already established and there would be hard time to change
them. He thinks he is capable and so he is confident and proud to claim he
performs better but if he finds it difficult to solve problems he would think he
could not do the subject and may perform weakly in the class. Self-concept
towards Mathematics is dynamic, students go through a lot of challenges
everyday especially in the academics and because of those challenges students
will change their perspectives. Gender intensification theory states that what male
and female adolescents do are align with what the society expects them to do.
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THE PROBLEM
Statement of the Problem
The researchers ambitioned to reveal the dominance of students’
performance in DCNHS in Mathematics with the help of the different aspects of
self-concept.
Research Questions:
1. Are the students’ self-concept mostly assumed by the belief that it is
learned? Organized? Dynamic?
2. Is there a gender difference among students’ levels of self-concept that
affects their performance in Mathematics?
a. Self-concept is learned
b. Self-concept is organized
c. Self-concept is dynamic
3. Who among the sexes needs more improvement in the field of
Mathematics as interconnected with their level of self-concept?

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Hypotheses:
H0= There is no statistically significant difference in Mathematics

performance of both male and female students in Dumaguete City
National High School especially in the first level of self-concept in
Mathematics which is that it is learned.

National High School especially in the second level of self-concept in
Mathematics which is that it is organized

National High School especially in the third level of self-concept in
Mathematics which is that it is dynamic.

National High School.
Scope of the Study
This quantitative study contains the intellectual mathematical capacity of
students in Dumaguete City National High School. This descriptive correlational
study is conducted to reveal which among the sexes reign in Mathematics and not
only that the readers will know who reigns in the field but also which in
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Mathematics do they have edge among the other, it is either in grades, in their
abilities, essence and belief that Mathematics will be a great help in the future,
which may define significant gaps between both mathematical intellectual
capacity. The study will take place in the City of Dumaguete where the school is
being erected and where the respondents are visible.
Limitations of the Study
Students from Dumaguete City National High School are those
respondents taken consideration in this study only, and therefore there will be no
more other students from different schools within and outside Dumaguete City
who will be included in data for further analysis. Due to the recent crisis which
caused the decoupling of classes into two shifts, it would be inconvenient for the
researchers to ask students for this research’s data gathering procedure through
questionnaires which may take up to 5-10 minutes toward answering completion.
Financial deficiency may also hinder the research’s progress as the questionnaires
definitely need a more than adequate amount of money, to sustain the needs in
fabricating the papers for the respondents’ convenience. Time inadequacy also
adjoined the researchers’ inquiry in making a quality research result.

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Significance of the Study
The study aims to provide facts into the difference between male and
female students of Dumaguete City National High School in performing
Mathematics, based on their self-concept. Junior High School students as well as
Senior High School students are included in this study who will provide statistical
data about the Mathematics (subject) performance of the students in DCNHS.
This research will be beneficial not only to the students but also to teachers as
they could plan to focus teaching those who are really in “need” for their welfare.
To parents, to help them motivate their offspring to study positively and ignore
any gender difference which may put their esteem down.

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RESEARCH METHODOLOGIES
Research Design
The study will follow a quantitative research method which is the
descriptive correlational design in answering the problem of the study: Gender
Differences in Students’ Mathematics Performance in Dumaguete City National
High School. The descriptive correlational design in quantitative research
explores the relationship among students of different sexes using statistical
analysis and compares and contrasts the results for the effective comparison.
Research Environment
This study will be conducted within the parameter of Dumaguete City
National High School, only. The school is located at Barangay Calindagan,
Dumaguete City, Negros Oriental. The researchers will conduct a survey inside
the participants’ respective classroom.

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Research Respondents
The researchers will choose the participants that have the qualities and
capabilities appropriate for this study. The participants of this research study are
selected based on the following qualifications:
 A Grade 9 and 10 student of DCNHS, A.Y. 2019-2020.
 A STEM or ABM student of DCNHS in the Senior High School
Department, A.Y. 2019-2020.
The focus of this study are the Grade 9, 10, 11, 12 students as they are
exposed to the different concepts in mathematics, which are more complex,
compared to the topics they learn during elementary. As the grade level becomes
higher, the concepts get more complicated. However, with the K-12 curriculum
implementation, concepts in Math are introduced in spiral progression, which
means that the concepts are introduced in the lower level with increasing
complexity as the students move to the next level. However, this curriculum was
newly implemented wherein most teachers are still oriented on the previous
curriculum wherein lessons on a specific topic are introduced differently.
Teachers are still adjusting on the approach on how to introduce Math lessons in
this curriculum. Only twenty (20) participants from each year level in the Junior
High School are only allowed to take the survey and ten (10) participants from
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each qualified strand will be directed to take the survey. All in all, there will be
eighty (80) participants who will be authorized to answer the survey.
Research Instruments
The researchers will prepare a likertscale survey and will utilize questions
necessary to gather data which are vital to answering the research problem and
would complete the research study entitled: Gender Differences in Students’
Mathematics Performance in Dumaguete City National High School. The
researchers will hold a survey to the students of the 9th and 10th grade of the
Dumaguete City Junior High School and to students of the 11th and 12th grade of
the Dumaguete City Senior High School Department particularly from .
Research Procedure
The researchers will use the survey questionnaire from Kvedere (2012)
which present the 3 levels of self-concept.
A letter of transmittal was prepared and submitted to their adviser (of the
participants) and to the principal of Dumaguete City National High School for the
approval of the survey questionnaire. The researchers will ask for the permission
from their adviser to allow them to proceed with the distribution of the
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questionnaire to the selected grade 9, 10, 11, and 12 students of Dumaguete City
National High School.
Upon approval, the researchers will distribute the questionnaire. The
researchers will clearly explain all the directions and items to the students-
respondents to ensure understanding and correctness of their responses.
Statistical Treatment of Data
A survey questionnaire will be used to gather the desired data on this
study. The survey questionnaire is an adapted questionnaire from Kvedere (2012),
which consists of 30 statements describing the Mathematics self-concept as
learned, organized, and dynamic of the students. They will be asked to rate each
statement as to the level of their agreement on the extent that these statements
describe their self-concepts in Math. The instrument is using a five-point Likert
scale with responses such as 5-Very High, 4-High, 3-Moderate, 2-Low, and 1-
Very Low.
Furthermore, the academic performance of the respondents in mathematics
will be measured using the average grade from First to Third Quarter for the
Junior High School students and the average of all Math related subjects for
senior High School such as Business Mathematics, General Mathematics, Pre-
Calculus, Basic Calculus and others.

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The gathered data will undergo systematic procedures of processing to
ensure validity and reliability of results. Appropriate statistical tools will be used
in treating the data using the MS Excel. Frequency, weighted mean, percentage, t-
test, and Pearson r will used to treat the gathered data.
Operational Definition of Terms
Academic performance - is also called academic achievement is the extent to
which a student, teacher or institution has attained their short or long-term
educational goals. Completion of educational benchmarks such as secondary
school diplomas and bachelor’s degrees.
Mathematics learning - is the acquisition of new knowledge, skills, and effects
that are related to quantity, space, and structure. The ability to learn mathematics
is possessed by humans and to some extent also by some animals and machines.
Self-concept on Mathematics - can be defined as student ratings of their skills,
ability, enjoyment, and interest in mathematics is seen as an essential factor in
their achievement in math.

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CHAPTER 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
In this chapter, the results drawn from the survey is presented starting
from the demographics and up to the results reflected to the students of DCNHS
in different grade levels.
Table 1 reveals the number of participants highlighting their gender and
the composition of students in their specified biological sex. Table 2 shows the
profile of the respondents, particularly their age and gender. Table 3 presents the
students’ parents’ highest educational attainment. Table 4 recognizes the
respondents’ number of awards and honors received by the respondents. Table 5
represents the performance level of the respondents included in this research.
Tables 6 to 11 reflect the second part of the research which is guided by the
adapted questionnaire from Kvedere (2012).

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Table 1. Distribution of the Respondents
Gender Totals
Grade Level
Male Female Total %
9 10 10 20 25%
10 10 10 20 25%
11 10 10 20 25%
12 10 10 20 25%
Total 40 40 80 100%
Researchers are often concerned with obtaining balanced samples,
equally- or nearly equally-sized subgroups. Although such a concern is well-
rooted in statistical theory, it can pose practical limitations for those who rely
largely on undergraduate student samples, as undergraduates are often given the
opportunity to self-select into particular research studies (Miller, 1981). The
researchers of this study chose to obtain an equal number of participants from
both parties according to the gender of each participant. The total number of
participants tested in this study is 80, 40 from each of the sexes and 20 or 25% of
each group from the Junior High School (Grades 9 and 10) and Senior High
School (ABM and STEM Strand).

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Table 2. Age of the Respondents
Male (n=40) Female (n=40) Total (n=80)

Age F % f % f %
21 + 1 1.25 0 0 1 1.25
19-20 0 0 1 1.25 1 1.25
17-18 19 23.75 17 21.25 36 45.00
15-16 17 21.25 17 21.25 34 42.50
14-15 3 3.75 5 6.25 8 10.00
Average: 16.525 100% 16.325 100% 16.425 100%
The profile of the respondents, particularly their age and gender, are
considered to be important in the study. Data on these variables are presented in
Table 2.
The respondents are students from Grades 9, 10, 11, and 12 whose average
age was 16.425 years old. There were 40 or 50 percent of the respondents who are
male students, similarly, 40 or 50 percent were female students whose average
age were 16.525 years old and 16.325 years old, respectively. The composition of
the respondents has equal male students who are older than the female students. In
general, most of them were aging from 15 to 18 years old bracket. This is the right
age bracket for the students to be belong. It means that most of them are at the
right age of schooling. However, for those who are older than the other students,
they could encounter the effects of attending a school that is older than their
peers.
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Grissom (2004) found a negative correlation between age and the
academic achievement of students in school.
According to Meece et al. (2006) that the job of sexual orientation,
informing accomplishment inspiration has a long history in mental and instructive
research. The discoveries demonstrate that young ladies’ and young men’s
inspiration related convictions and practices keep on following sexual orientation
job generalizations. Young men report more grounded capacity and intrigue
convictions in arithmetic and science, though young ladies have more certainty
and enthusiasm for language expressions and composing. Sexual orientation
impacts are directed by capacity, ethnicity, financial status, and study hall setting.
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Table 3. Parents’ Highest Educational Attainment
Mother (n=80) Father (n=73) Total (n=153)

f % f % f %
Educational Attainment
College Graduate 15 19.61 16 20.92 31 20.26
College Level 16 20.92 17 22.22 33 21.57
Secondary Graduate 21 27.45 12 15.69 33 21.57
Secondary Level 10 13.07 11 14.38 21 13.73
Elementary Graduate 10 13.07 8 10.46 18 11.76
Elementary Level 8 10.46 9 11.76 17 11.11
Parents’ educational attainment is one of the profiles of the respondents
that was gathered in this study. Table 3 presents the distribution of the data.
(Delpit, 2006). Having parents that are supportive to their children’s
school works and activities will help enhance the self-concept of the child because
children believe that they can do things in school with the help of their parents
(Bandura et al., 2001; Martin & Jackson, 2002). Particularly in Mathematics,
when parents can contribute to the Math-related tasks of their child, this would
help builds up a positive self-concept of the child because self-concept is
developed through experience.
As learning Mathematics may be tough to students, their parents could
render help to them if they knew some topics of the subject. The higher the
educational attainment of parents, the higher the confidence level of students as
they could seek secondary help from their parents to learn a certain topic deeper.
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This could reflect to the level of students’ self-concept, when either one or both of
the parents attained a higher level of education or one or both of them attained a
lower level of education, here, the function is direct. But there may still be
exemptions and that’s when students thrive to learn themselves or they are
‘gifted’ with the ability to cope with Math topics rapidly.
It is evident that most parents have stepped up to the secondary and
college level. 33 or 21.57% of the parents came to study until college and with the
same figures parents attended secondary education. While 31 or 20.26% of them
finished college education, it is clear that most parents can assess their children
especially when the topic comes to Mathematics.

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Table 4. Number of Awards and Honors Received by the Respondents
Number of Awards and

f %
Honors Received
None 18 22.50
1 8 10.00
2 11 13.75
3 10 12.50
4 6 7.50
5 9 11.25
6+ 18 22.50
It can be observed that 18 or 22.50 percent of the respondents did not
receive any awards or honors that are related to Mathematics and 8 of them or 10
percent received only one award. 11 or 13.75% of them received two
awards/honors that are related to the subject. Ten or 12.50% of the respondents
received three awards, six or 7.50% of the respondents received four awards, and
9 or 11.25% of the respondents received five awards. Interestingly, six or 22.50%
of the respondents received 6 and more, similar to the number of respondents who
did not receive any award. Awards and recognition of the achievement of the
students will help boost their confidence in school. Like Math, most students have
difficulties in learning the subject. So when students receive awards from their
achievement in Mathematics, this will enhance their confidence in learning the
subject. In this way, students’ self-concept about learning the subject will be
boosted (Gbollie & Keamu, 2017).

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Table 5. Performance Level of the Respondents
Numerical
f %
Performance Level Rating
Outstanding 90-100 30 37.50
Very Satisfactory 85-89 27 33.75
Satisfactory 80-84 21 26.25
Fairly Satisfactory 75-79 2 2.50
Did Not Meet the
Below 75 0 0
Expectations
Average 88.44 100.00
This portion reveals the results for the performance of the respondents in
Mathematics using their average grade in Mathematics for the First to Third
Grading and the final grades in math-related subjects in the first semester of SHS
(Strands STEM and ABM) students. The data are presented in Table 5.
Table 5 reveals that 30 or 37.50 percent of the respondents had
outstanding performance in mathematics, which is followed by 27 or 33.75
percent of the respondents who had very satisfactory performance in the subject.
Only 21 or 26.25 percent of them had satisfactory performance, and 2 or 2.5
percent had fairly satisfactory performance in the subject.
The data show that the respondents’ performance in the subject still needs
to be improved and maintained despite attaining higher marks. Problems about
learning the subject need to be addressed to improve students’ performance
mainly that they were already assessed for the three grading periods, yet their
performance needs to be improved. Majority of the respondents had reasonably

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outstanding performance, which is already a good sign when it comes to the
teaching-learning process, is concerned. This implies that students learned from
the subject at a maximum level.
Based on the study of Hyde and Mertz (2009), it indicates that more
significant male variability concerning mathematics is not ubiquitous. Instead, its
presence correlates with several measures of gender inequality. Thus, it is mostly
an artifact of changeable sociocultural factors, not immutable, innate biological
differences between the sexes.

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Table 6. The data analysis of male students’ self-concept in Mathematics in the

Junior High School level.
MALE JHS
QUESTIONS Mean S. Dev. Des.
LEARNED
I learn Mathematics quickly. 2.45 0.826 Low
In my Mathematics class, I understand even the most
challenging work. 2.55 1.050 Low
I have never felt incapable in learning Math. 2.75 0.910 Moderate
I am good at Mathematics. 2.60 0.681 Low
I am capable of making a good grade in Mathematics. 2.47 1.172 Low
I do extra work to learn Mathematics. 2.30 1.081 Low
Learning Mathematics gives me meaning to learn activities. 2.75 1.164 Moderate
Even if the work in Mathematics is hard, I can learn it. 2.85 1.089 Moderate
Every question in Mathematics is answerable. 2.65 1.226 Moderate
I am sure I can learn the skills taught in Mathematics class well. 2.80 0.951 Moderate
OVERALL 2.62 1.015 Moderate
ORGANIZED
I usually do well in Mathematics 2.65 0.988 Moderate
Mathematics is more enthusiastically for me than for a
significant number of my schoolmate 2.35 1.089 Low
I have dependably accepted that Mathematics is a standout
amongst my best subjects. 2.30 1.081 Low
I get good marks in Mathematics. 2.50 1.235 Low
Mathematics is an easy subject to pass. 2.00 0.918 Low
Mathematics is worth passing well. 2.95 0.317 Moderate
Mathematics help to find a new way of finding things. 3.45 0.945 High
When I do Math, I feel confident that I have done it correctly. 2.45 1.050 Low
It takes me any longer to comprehend Mathematics ideas than
the average individual. 2.70 1.031 Moderate
When I have difficulties with Math, I know I can handle them if
I try. 3.00 1.076 Moderate
DYNAMIC
I can do practically all the work in Mathematics class if I do not
give up. 3.40 1.231 Moderate
Mathematics improves my understanding of other subjects. 2.70 0.923 Moderate
Mathematics improves my learning and retention capacities. 2.80 1.005 Moderate
I feel delighted when answering Mathematics questions 2.55 1.191 Low
Mathematics is suitable for all students. 3.25 1.251 Moderate
Mathematics encourages me to apply detailed steps to solve my
problems. 2.80 1.196 Moderate
Mathematics makes me think fast. 2.80 1.196 Moderate
My present knowledge of Mathematical concept is high. 2.40 1.095 Low
Mathematics is essential in the future. 3.75 1.020 High
I am comfortable in Mathematics. 2.45 1.146 Low
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Most male students from DCNHS-JHS believe that even if mathematics is
hard they can still put effort to learn the subject. It is proven as it attained the
highest weighted mean of 2.85 posing bias amongst other characteristics. All of
the overall marks gathered in each level of self-concept was moderate making the
probe of students in DCNHS-JHS performing at their comfort zone.
Male students from DCNHS-JHS believed that Mathematics helped a lot
in all aspects. It is proven as it attained the highest weighted mean of 3.45 posing
a bias amongst other characteristics.
Male students from DCNHS-JHS believed that Mathematics is necessary
in the future. It is proven as it attained the highest weighted mean of 3.75 posing a
bias amongst other characteristics.

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Table 7. The data analysis of male students’ self-concept in Mathematics in the

Senior High School level.
MALE SHS
LEARNED
I learn Mathematics quickly. 3.75 0.786 High
3.50 0.761 High
challenging work.
I have never felt incapable in learning Math. 3.45 0.999 High
I am good at Mathematics. 3.74 0.933 High
I am capable of making a good grade in Mathematics. 3.63 0.831 High
I do extra work to learn Mathematics. 3.25 1.209 Moderate
Learning Mathematics gives me meaning to learn activities. 3.75 1.164 High
Even if the work in Mathematics is hard, I can learn it. 3.70 0.733 High
Every question in Mathematics is answerable. 3.60 0.995 High
I am sure I can learn the skills taught in Mathematics class well. 3.55 0.759 High
OVERALL 3.59 0.917 High
ORGANIZED
I usually do well in Mathematics 3.45 0.999 High
0.988
significant number of my schoolmate 3.35 High
1.056
amongst my best subjects. 3.8 High
I get good marks in Mathematics. 3.55 1.050 High
Mathematics is an easy subject to pass. 3.35 1.089 High
Mathematics is worth passing well. 3.85 0.745 High
Mathematics help to find a new way of finding things. 4 0.973 High
When I do Math, I feel confident that I have done it correctly. 3.45 0.945 High
0.686
the average individual. 2.95 Moderate
0.621
I try. 3.95 High
DYNAMIC
give up. 4.05 1.050 High
Mathematics improves my understanding of other subjects. 3.70 1.081 High
Mathematics improves my learning and retention capacities. 4.05 0.759 High
I feel delighted when answering Mathematics questions 4.00 0.858 High
Mathematics is suitable for all students. 3.45 0.759 High
problems. 3.80 1.005 High
Mathematics makes me think fast. 3.65 0.988 High
My present knowledge of Mathematical concept is high. 3.35 0.813 Moderate
I am comfortable in Mathematics. 3.70 1.129 High
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Most male students form DCNHS-SHS believed that learning
Mathematics is easy and it gives meaning to learned new things. It is proven as it
attained the highest weighted mean of 3.75 marking a definite high description
and posing bias amongst other characteristics. And it’s very interesting that the
description in each level of self-concept is high reflecting the high performance of
students in the DCNHS-SHS.
Male students from DCNHS-SHS believed that even though math is hard
they can still manage, if they tried more. It is proven as it attained the highest
weighted mean of 3.95 posing bias amongst other characteristics.
Male students from DCNHS-SHS believed that Mathematics is very
important in the near future. It is proven as it attained the highest weighted mean
of 4.10 posing a bias amongst other characteristics.

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Table 8. The data analysis of female students’ self-concept in Mathematics in

the Junior High School level.
FEMALE JHS
LEARNED
I learn Mathematics quickly. 2.90 0.968 Moderate
challenging work. 2.65 0.813 Moderate
I am good at Mathematics. 2.75 1.251 Moderate
I am capable of making a good grade in Mathematics. 2.95 1.191 Moderate
I do extra work to learn Mathematics. 2.45 0.945 Low
ORGANIZED
significant number of my schoolmate 2.40 1.142 Low
amongst my best subjects. 2.45 1.317 Low
I get good marks in Mathematics. 3.05 1.099 Moderate
Mathematics is an easy subject to pass. 2.50 1.351 Low
When I do Math, I feel confident that I have done it correctly. 2.90 0.912 Moderate
the average individual. 2.60 1.188 Low
I try. 3.15 1.182 Moderate
DYNAMIC
give up. 3.20 1.005 Moderate
Mathematics improves my learning and retention capacities. 3.25 1.020 Moderate
I feel delighted when answering Mathematics questions 2.90 1.119 Moderate
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Most female students from DCNHS-JHS believed that even Mathematics
is hard they can still learn. It is in line with the results gathered from the male
students in the Senior High School level. It is proven as it attained the highest
weighted mean of 3.10 posing bias amongst other characteristics. All of the
overall marks gathered in each level of self-concept was moderate making the
probe of students in DCNHS-JHS performing at their comfort zone. So with this
there is no significant gender difference in the Junior High School level.
Female students from DCNHS-JHS believed that mathematics helped a lot
in all aspects. It is proven as it attained the highest weighted mean of 3.65 posing
bias other characteristics.
Female students from DCNHS-JHS believed that mathematics is
necessary in future. It is proven as it attained the highest weighted mean of 3.85
posing bias other characteristics.

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Table 9. The data analysis of female students’ self-concept in Mathematics in

the Senior High School level.
FEMALE SHS
LEARNED
I learn Mathematics quickly. 3.65 0.671 High
3.400 0.821 Moderate
challenging work.
I have never felt incapable in learning Math. 3.45 0.826 High
I am good at Mathematics. 3.47 1.020 High
I am capable of making a good grade in Mathematics. 3.60 1.273 High
I do extra work to learn Mathematics. 3.55 1.050 High
Learning Mathematics gives me meaning to learn activities. 3.75 1.209 High
Even if the work in Mathematics is hard, I can learn it. 3.55 0.999 High
I am sure I can learn the skills taught in Mathematics class well. 3.65 1.182 High
ORGANIZED
I usually do well in Mathematics 3.8 1.056 High
1.105
significant number of my schoolmate 3.2 Moderate
2.252
amongst my best subjects. 3.9 High
I get good marks in Mathematics. 3.75 1.293 High
Mathematics is an easy subject to pass. 3.3 1.081 Moderate
Mathematics is worth passing well. 4 1.214 High
When I do Math, I feel confident that I have done it correctly. 3.45 0.999 High
1.105
1.137
I try. 3.65 High
DYNAMIC
I feel delighted when answering Mathematics questions 3.75 1.118 High
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Most female students form DCNHS-SHS believed that Mathematics is
essential in the future and Mathematics helped to find a new way of finding
things. It is proven as both attained the highest weighted mean of 4.35 marking a
definite high description and posing bias amongst other characteristics. And it’s
very interesting that the description in each level of self-concept is high reflecting
the high performance of students in the DCNHS-SHS. And the results obtained is
somewhat similar to the findings reflected in Table 9. And with this there is no
significant difference among students in DCNHS-SHS.
Female students from DCNHS-SHS believed that mathematics gives
meaning to learned new things or idea. It is proven as it attained the highest
weighted mean of 3.75 posing bias amongst other characteristics.

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Table 10. The data analysis of all male students’ self-concept in Mathematics
in DCNHS.
ALL MALE
LEARNED
challenging work.
ORGANIZED
1.145
1.300
amongst my best subjects. 3.05 Moderate
.0874
0.996
I try. 3.462 High
DYNAMIC
I am comfortable in Mathematics. 3.08 1.289 Moderate
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Table 11. The data analysis of all female students’ self-concept in Mathematics
in DCNHS.
ALL FEMALE
LEARNED
challenging work.
ORGANIZED
1.181
1.466
amongst my best subjects. 3.175 Moderate
Mathematics is worth passing well. 3.625 1.275 High
Mathematics help to find a new way of finding things. 4 1.219 High
1.137
1.172
I try. 3.4 Moderate
DYNAMIC
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This section presents the level of self-concept of the respondents, which
was assessed in three areas as reflected in the Self-Concept Theory, which
discussed that Self-concept is learned, Self-concept is organized, and Self-concept
is dynamic. The data are presented in Table 6.
As seen in the succeeding tables, the both respondents have a moderate
level of learned self-concept. With an overall mean of 3.10 for males and 3.16 for
females and overall standard deviation of 1.07 and 1.11. However, it is noticeable
that female respondents have a higher mark in the aspect. Male students deemed
that even if Mathematics is hard they can learn it, this may be influenced by their
teachers’ efficacy in teaching the learning as stated in item 8 with a mean of 3.28
and S.D. of 1.07 but inversely male tend not to exert much effort in doing extra
work to learn Mathematics as found in 6 with a mean of 2.78 and a standard
deviation of 1.214, they may be accompanied with the insight that Mathematics is
a complex and laborious subject. Female students, on other hand, assume that
learning Mathematics gives them meaning to learn activities shown in item 7, a
mean of 3.40 and S.D. of 1.158 as this may be a network of learning community
where female students tend to acquire knowledge in Mathematics with friends
that give meaning to performing activities connectedly female students don’t
strongly believe that all questions in Mathematics as it attained a mean of just
2.93 and a standard deviation of 1.233. Female students is associated with the
perception that Mathematics is a complex subject and is not that easy to deal with.
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The level of self-concept of the respondents based on the theory that self-
concept is organized. In all these statements, both male and female respondents’
perception that when they can learn a new way of finding things is clear and the
aspect is moderately labelled with an overall mean and standard deviation of .
This could be due to the respondents’ experiences that when they try to solve
challenging tasks in Math in a different way with accordance to their
unconventional ideas and processes in solving those. However, the male
respondents of DCNHS do not accept to themselves that mathematics is an easy
subject to pass. This implies that Math is a tricky and tiring subject. While female
respondents do not fully believe that every question in Mathematics is answerable
and this might be due to the fact that the subject, itself, is complex to understand.
In general, the male and female respondents had a moderate level of
organized self-concept with an overall weighted mean of 3.10 and 3.26 and an
overall standard deviation of 1.09 and 1.19. The data imply that the self-concept
of the respondents based on their belief that Mathematics aid in finding new
things which means that both sexes have deeper perceptions when it comes to
Mathematics. However, this self-concept still needs to be improved because
improving it could help the respondents develop a more positive and higher
attitude towards the subject, which can also help in improving the students’
academic performance.
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The Self-Concept Theory proposed that the self-concept of the individual
is dynamic, which means that this could change over time based on the
experiences of the individual. The data show that the respondents had a different
self-concept based on the component of self-concept as dynamic with an overall
weighted mean of 3.338 (moderate for males) and 3.54 (high for females) and an
overall standard deviation of 1.124 and 1.192, respectively. Additionally, the
respondents perceived that mathematics is essential in their future, which means
that they value the subject in their life because it would be useful in the future.
They believe that they can use what they have learned in the subject in their daily
living. Respondents also believe that they can almost do all the Math work if they
are persistent enough in doing their tasks. Though the respondents have a
moderate self-concept, they believe that their knowledge in the subject is not yet
enough.
In this study, the respondents’ self-concept needs to be improved since
students with high self-concept have greater chances of doing their tasks well,
compared to those with lower or moderate self-concept. The self-concept of the
students, which they found that students who have high academic self-concept
have higher grades because they are more motivated to perform well in school
(Tavani & Losh, 2003). However, students who have low self-concept avoid
school tasks because they consider these as threats, which led them to have poor
performance.
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Previous studies indicated that academic achievement among students is
influenced by several important factors, which directly and indirectly related to
self-concept, intrinsic motivation, and self-determination. Apart from such a
relationship, there are other factors considered to be salient but relevant and
contribute to the success of the students’ performance. These factors include the
role of significant others, such as family support, teachers’ attitude and gender,
and peers understanding, which have been found by this research. Teachers’
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Table 12. Significant Difference on the Self-Concept of the Respondents Based

on Gender
Self- Source of St. Computed
Mean p-value Decision
Concept Difference Dev. t-value
Male 3.10 1.085 No Gender
Learned 0.218 0.828
Female 3.16 1.120 Difference
Organized 0.162 0.872 Difference
Female 3.26 1.203
Dynamic 0.065 0.948 Difference
Female 3.54 1.207
*Significant level at 0.05 (two-tailed) at df=78
It can be seen in Table 12 that in all areas of the self-concept there were no
significant differences found on the level of self-concept of the respondents
concerning their gender based on the 0.05 level of significance using a two-tailed
test. The following are the results of the test: self-concept is learned (t=0.218,
p=0.828), self-concept is organized (t=0.162, p=0.872) and self-concept is
dynamic (t=0.065, p=0.948) which revealed that there are no differences between
the perceptions of the male and the female respondents on the three areas of self-
concept. The differences that exist between the means of the self-concept the
respondents based on gender are not statistically different. This implies that the
self-concept of the respondents are of the same level when gender is considered.
Tella (2010) supported the results of this study when they investigated the
relationship of self-concept and Math achievement of senior secondary school
students, which revealed that there was no significant difference in gender for
Math self-concept.
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However, this finding is supported to the findings of Egorova (2016),
which analyzed the sex differences of the students in self-concept and academic
performance in Math among the Russian high school students, which revealed
that there was a sex difference in the mathematics achievement of the students
wherein girls had higher grades compared to boys. Moreover, girls had higher
self-concept than boys on Math tests, but boys perform better in the test compared
to their counterparts. But, somewhat, it is also significant that Egorova’s study has
the similar result that girls have a higher self-concept than boys.
CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Findings
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There is no gender difference found in this study conducted in Dumaguete
City National High School.
Students’ self-concept is mostly affected by the belief that it is dynamic. It is
evident among both male and female students in DCNHS attaining the mean of
3.338 which is described as moderate for the first and 3.54 which is described as
high for the latter. The only striking difference among the students’ performance
in Mathematics with respect to their self-concept is only on the third level of self-
concept which is that it is dynamic. Male students have a moderate dynamic self-
concept whereas female have a high level of such. When it comes to the
remaining categories of self concept, both sexes have the same level (specifically
the learned and organized self-concept), but it is so significant to note that females
have higher numbers when it comes to the means of their responses than the
males. Females have an overall mean for learned self-concept of 3.16 and 3.26 for
organized self-concept. On the other hand, males have 3.10 for both learned and
organized self-concept which is lower than those of the female responses.
Conclusion
Based on the evidences presented in the data, it can be concluded that

male and female students have the same level of self-concept when it comes to
learning Mathematics. Students self-concept must be improved and maintained up
to their highest potential as self-concept in Mathematics can affect their
performance in the subject.
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Recommendation
The researchers recommend to impose in schools the value of pleasant

education for all students and equal opportunity of learning for all students, which
is geared towards addressing issues identified in this study, be highly
recommended for adoption and evaluation to ensure that no Filipino child will be
left behind.
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DEPARTMENT OF EDUCATION

REGION VII, CENTRAL VISAYAS

Gender Differences in Students’ Mathematics Performance in Dumaguete

In partial fulfillment of Practical Research 2

Cover Page ..................................................................................................................... i

Research Environment ................................................................................................. 2

Research Respondents ................................................................................................. 2

Research Procedure ...................................................................................................... 2

Statistical Treatment of the Data ................................................................................ 2

Operational Definition of Terms ................................................................................ 2

Self-concept in mathematics can be defined as student ratings of their skills,

ability, enjoyment, and interest in mathematics is seen as an essential factor in

performance in Math of the Grades 9, 10, 11 and 12 students of a public national

high school, Dumaguete City, Philippines. The study employed descriptive

correlational research. Eighty respondents were asked to answer a survey

questionnaire in order to measure their self-concept. Their academic performances

with measurably utilizing recurrence, percentage, weighted mean, and standard

concept towards learning Mathematics. A slight gender difference was found on

the self-concept of the respondents and there was no negative significant

relationship between self-concept and the respondents’ academic performance in

Mathematics. Hence, a Math performance maintenance and pleasant Math

Education plan is highly recommended for adoption and evaluation.

Keywords: academic performance, self-concept, learning mathematics

THE PROBLEM AND ITS SCOPE

One of the important tools of our life is mathematics. It is a tool we can

all these things, mathematics is involved.

In any culture of the different countries around the world, it is a

perception that “Math is for males,” which resulted to the underrepresentation of

women in the field of science, engineering and mathematics (Cvencek et al.,

In the Philippines, few kinds of literature discuss gender differences in the

self-concept and performance of the students in mathematics. It is interesting to

students’ performance in Math needs to be improved as reflected in the 2016-

education. This report is consistent with the Department of Education’s (DepEd)

Mathematics was 48.63%, a score below the 50 percent requirement of DepEd. It

explored in order to address these concerns, neglecting to address these problems

will worsen the situation of the country’s educational development. To address

This study is anchored on the Self-concept theory, as discussed by Sincero

(2012), which mentioned three aspects of self-concept. First, Self-concept is

surrounding environment affects (Zimmerman, 2013). This is a result of the

contacts with different individuals through socialization. Likewise, when students

tend to develop the concept based on what is perceived by society to be true to

Second, the self-concept is organized. One may look at him in different

the skills of the students could reinforce this thinking.

Third, the self-concept is dynamic. As individuals experience different

experiences and how they respond to these experiences. The reactions of an

individual are dependent on how they perceive themselves in a given situation

favorable personal being. The students’ experience in school is significant in

molding their self-concept towards any academic subject, especially in subjects

concept towards the subject regardless of gender. Teaching strategies that

eliminate students’ gap in performance could help improve students’ performance

Moreover, this study is also anchored on the gender intensification theory

on their experiences and expectations of the environment from them. Adolescents

significant role in molding the identity of adolescents like the gender-role

accordingly on what is expected from them. This situation is relevant to the

observed in schools (Nosek et al., 2002). In this connection, teachers need to

and performance of the students in Math.

Figure 1. The Framework of Self-Concept Theory by Sincero (2012)

Blue is the representation of learned aspect in the composition of self-

which color clue also represent.

Green color symbolizes organized in self-concept. Green is the color of

in Mathematics tasks should be organized to have ease in solving those complex

power of dynamic self-concept. In real life when someone wants to achieve