Group Learning Effects and Gender Differences in Mathematical Performance

This study investigated the effects of group learning and gender differences in mathematical performance in co-educational schools. A total of 88 students in grade 9 in Natore, Bangladesh participated in the study. The research design employed for this study was a quasi-experimental equivalent control group with preand post-test design. The experimental group (n=44) underwent the group learning mode whilst in the control group (n=44), the conventional mode of learning was applied for 15 weeks. The independent-samples t-test and MANOVA with repeated measures were used to analyze the data. The results showed a significant effect of group learning, and a significant gender difference in mathematical performance. The findings revealed that the experimental group students outperformed the control group students, and both male and female students in the experimental group improved their mathematical performance with the performance of female students being better than that of male students after group learning integration. Hence, it can be concluded that group learning enhanced mathematics performance for female students while the male counterparts did not benefit as much as the female group. Therefore, group learning may be an approach that can be professionally incorporated to develop female students’ performance in Bangladesh.