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IPS215 Elizabeth S. et al.
motivation among males to study mathematics beyond what is covered in the
classroom.
Interestingly, among those who did spend additional time in mathematical
instruction, substantially more males than females indicated that the
additional mathematics instruction covered additional content that was not
covered in regular school courses (49% of males compared with 40% of
females, p<0.01). These results also suggest that males appear more
motivated and perhaps more able to do extension work beyond what is
covered in the regular classroom.

Table 1: Reasons for attending additional mathematics instruction by Gender
Reason Gender % p-value
Wanting to learn Males 52 <0.01
Females 47
Attracted by tutoring ads Males 18 <0.01
Females 10
Parents recommended tutoring Males 68 0.04
Females 66
It was the teacher’s recommendation Males 27 <0.01
Females 21
Many friends are doing it Males 22 <0.01
Females 15
It was gratifying to study Males 22 <0.01
Females 16
It looks good on a resume Males 23 <0.01
Females 15
Necessary for a job Males 27 <0.01
Females 20
Want to prepare for exams Males 45 <0.01
Females 49
Want to improve grades Males 44 <0.01
Females 49
Need to improve grades Males 36 0.08
Females 34
Males were significantly more likely than females to attend additional
mathematics instruction for the following reasons (Table 1): wanting to learn,
attracted by tutoring ads, Parents recommended tutoring, teacher’s
recommendation, many friends are doing it, it was gratifying to study, it looks
good on a resume and necessary for a job, suggesting that even at age 15,
males appear to potentially be thinking and preparing for STEM related
courses of for tertiary level study or career more than females. Females, on the

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