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IPS215 Elizabeth S. et al.
other hand, were significantly more likely to attend additional mathematical
instruction to: prepare for exams and to improve grades.
Furthermore, there appeared to be differences in the type of study and
learning preferences by gender (Table 2). Significantly more males than
females participated in the following mathematics instruction types: internet
tutoring with a person (such as skype), internet or computer tutoring with a
program or app, video recorded instruction by a person, video recorded
instruction by a person, and large study groups, indicating potentially greater
self-motivation among males compared with females (Table 2). Contrastingly,
slightly more females than males indicated their learning occurred was via
small group study or practice groups comprising between 2 and 7 students
suggesting a more personalised learning style.

Table 2. Type of Study and Learning Preferences by Gender
Type Gender % p-value
Internet tutoring with a person Males 11 <0.01
(such as skype) Females 6
Internet tutoring with a program Males 15 <0.01
Females 10
Video recorded instruction by a Males 11 <0.01
person Females 6
Small groups study (2-7 students) Males 27 0.07
Females 25
Large group study (8 or more Males 19 <0.01
people) Females 16

4. Discussion and Conclusion
These results suggest that males appear more self-motivated, compared
with females, in terms of participation in additional mathematics study beyond
the classroom on topics not necessarily covered in the classroom and appear
less anxious than females in mathematics. Males also demonstrated greater
self-motivation by participating in more online learning methods than females
and appeared more comfortable in large study groups, compared with
females, possibly due to having more friends also participating in these.
Females, on the other hand, appeared to prefer, although not significantly
more than males, small study groups potentially preferring the one on one
more personal study technique. Also apparent was that male students were
more likely to participate in additional instruction as a result of
recommendations by teachers and parents or to better prepare for jobs while

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