Gender issues in achievement in Lebanon

Karma El Hassan1
1American University of Beirut, Lebanon
Cite this article:  El Hassan, K. (2001). Gender issues in achievement in Lebanon. Social Behavior and Personality: An international journal, 29(2), 113-124.

Volume 29 Issue 2 | e1069 | Published: March 2001 | DOI: https://doi.org/10.2224/sbp.2001.29.2.113

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Gender differences in achievement were investigated in Lebanon. Data were obtained from the achievement results on the Monitoring Learning Achievement Project administered to 4th grade elementary and 4th grade intermediate students. Gender differences in achievement in different subjects, content areas, and learning outcomes within subject were investigated using chi-square analysis. The results proved to be consistent at both elementary and intermediate levels. There were significant differences in languages in favor of the girls. Performance in mathematics and sciences did not prove to be statistically different for boys and girls. However, there were some differences in performance in some content areas and learning outcomes. Girls had an advantage in overall achievement, while performance in life skills was significantly different at the intermediate level only. Cross-cultural comparisons were carried out, and attempts were made to explain the Lebanese case.

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