Ghazvini, S. D., & Khajehpour, M. (2011).

Gender differences in factors affecting

academic performance of high school students. Procedia-Social and Behavioral
Sciences, 15, 1040-1045.

Robinson, J. P., & Lubienski, S. T. (2011). The development of gender achievement

gaps in mathematics and reading during elementary and middle school examining
direct cognitive assessments and teacher ratings. American Educational Research
Journal, 48, 268–302. doi: 10.3102/0002831210372249

Gustavsen, A. M. (2019). Gender differences in academic achievement: A matter of

contextual classroom influence?. International Journal of Research, 8(1), 1-20.

As shown in the data above, gender is not significant to academic maturity ,

saying that neither of the two are more mature in terms of academic. As mention by
Gustavsen (2019) from his present study, academic achievement of any subject does
not affect regarding to the proportion boys and girls in a classroom. Male continue to
outperform female on other assessment that there are good (e.g. Mathematics) even
though there are risk for poorer general achievement. Opposite to the male, female are
somehow at higher risk for poor mathematic skills but are good in reading achievement
whereas boy are higher risk of poor reading achievement and that is according to
Robinson and Lubienski (2011) in their study about gender achievement gaps. Ghzahini
and Khajehpour in 2011 stated in their study that among students, they found out that
there is no difference between male and female students as a function of gender in their
academic in terms of self-concept. All in all the function of male and female in academic
environment have a different cognitive-motivation existed (Ghazvini & Khajehpour,
2011).