Gender-Related Effects of Group Learning on Mathematics Achievement among the Rural Secondary Students.

Problem Statement: Gender differences in the effects of group learning play a contested role in mathematics education. Several researchers concluded that male students perform better on mathematics than female students. Whilst on the other hand, others reported that female students perform best under the group learning setting whereas the male students perform best in the conventional teaching environment. Consequently our main focus. Purpose of Study: The aim of this research was to identify the male and on of progressive series of group learning on mathematics achievement in selected rural secondary schools in Bangladesh. The focus of this study is to examine genderrelated differences on mathematics achievement of 9th grade students. Methods: The quasi-experimental equivalent pre-post test control group design comprising an experimental group (n = 84) with group learning treatment whilst a control group (n = 84) was given conventional teaching for duration of 15-week. The independent-sample t-test was used to compare the effects of group learning between experimental and control groups, and to examine the gender-related differences in achievement with group students. The MANOVA with repeated measures was employed to determine the main and interaction effects of group learning on test-time and achievement.