VARIABILITY OF SUCCESS IN THE STATE EXAM BY GENDER IN THE MATH-PHYSICS OPTION IN THE PROVINCE OF KINSHASA
Article Sidebar
Main Article Content
Abstract
The objective of this study was to evaluate the quality of success in the state exam (equivalent to the baccalaureate) of students by gender in the math-physics option in the provincial city of Kinshasa. To do this, we used a documentary method supported by the consultation of the results of the state exams (2019) via the website of the Ministry of Primary and Secondary Education.
Specifically, the aim was to compare the success rate and the quality of success in the state exams for this option according to the gender variable. The results obtained can be summarized as follows: (1) the participation rate of girls (23.4%) is low compared to that of boys (75.6%); (2) the success rate in the state exam for the math-physics option is 93.2%; (3) the success rate of girls is 94.07% and that of boys is 92.9%; and (4) no statistical difference was established between the success rates of girls and boys as well as their quality of success. Based on these results, it can be concluded that there is homogeneity in the performance of students in the math-physics option in the state exam (2019 edition) according to gender.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. PsychologicalReview. 84. 191-215. DOI: https://doi.org/10.1037/0033-295X.84.2.191
Baudelot C. & Establet R. (2007). Quoi de neuf chez les filles ? Entre stéréotypes et libertés. Paris : Nathan.
Baudelot, C. & Establet, R. (2001). La scolarité des filles à l’échelle mondiale. In T. Blöss (dir.). La dialectique des rapports hommes-femmes (pp. 32-65). Paris : PUF.
Conseil Economique et Social « CES » (2016). Baisse de la qualité de l’enseignement en République Démocratique du Congo. Kinshasa : Editions du CES.
Chatard, A., Guimond, S. & Selimbegovic, L. (2007). “How good are you in math?” The effect of gender stereotypes on students’ recollection of their school marks. Journal of experimental social psychology. 43(6). 1017-1024. DOI: https://doi.org/10.1016/j.jesp.2006.10.024
Cnockaert, A. (1992). Examen d’Etat au Kivu-session de 1991 : élément pour une analyse. Zaïre-Afrique. 266. 363-375.
Auteur (2010). Etude analytique de quelques aptitudes mentales et traits de personnalité des lauréats aux examens d’état. Travail de fin de cycle en sciences psychologiques non publié. Université de Kinshasa. Kinshasa.
Fennema, E. & Sherman, J. A. (1976). Fennema Sherman Mathematics Attitude Scales: instruments designed to measure attitudes towards the learning of mathematics by females and males. Journal for research in mathematical education. 7(5). 324326. DOI: https://doi.org/10.2307/748467
Guimond, S. & Roussell, L. (2001). Bragging about one's school grades: gender stereotyping and student's perception of their abilities in science, mathematics, and language. Social Psychology of Education. 4. 275-293. DOI: https://doi.org/10.1023/A:1011332704215
Halpern, D. F. et al. (2007). The science of sex differences in science and mathematics. Psychological science in the public interest. 8(1). 1-51. DOI: https://doi.org/10.1111/j.1529-1006.2007.00032.x
Jacobs, J. E. & Eccles, J. S. (1992). The impact of mothers’ gender-role stereotypic beliefson mothers’ and children’s ability perceptions. Journal of personality and social psychology. 63(6). 932-944. DOI: https://doi.org/10.1037/0022-3514.63.6.932
Jaoul-Grammare. F. (2018). L’évolution des inégalités de genre dans l’enseignement supérieur français entre 1998 et 2010 : Une analyse de l’(in)efficacité des réformes politiques. Education et Formations. 96. 113-131.
Kiefer, A. K. &Sekaquaptewa, D. (2007). Implicit stereotypes and women’s math performance: how implicit gender-math stereotypes influence women’s susceptibility to stereotype threat. Journal of experimental social psychology. 43(5). 825-832. DOI: https://doi.org/10.1016/j.jesp.2006.08.004
Mukala, S. (2012). La situation des jeunes filles dans les sciences et les mathématiques en République Démocratique du Congo. Etude menée pour le compte de greenlight for girls. En ligne sur le site : www. Greenlightforgirls.org
Ngub’usim Mpey-Nka, R., Enguta Mwenzi, J. &KakenzaKitumba, G. (2016). L’examen d’état en question. Monographie n°1 : résultats et qualité des réussites à l’examen d’état pour la ville de Kinshasa. Congo-Afrique. 502.86-112.
Ngub’usim Mpey-Nka, R., EngutaMwenzi, J. &KakenzaKitumba, G. (2017). L’examen d’état en question. Synthèse nationale : Résultats et qualité des réussites à l’examen d’état (édition 2013). Congo-Afrique. 513. 258-277.
OCDE (2015). L’égalité des sexes dans l’éducation : attitudes, comportements et confiance. PISA. Paris: Editions OCDE. DOI: https://doi.org/10.1787/9789264230644-fr
Phanzu Phanzu, M. (2016). Analyse de la qualité des réussites et des capacités diplômantes des écoles secondaires de la province de Maniema à l’examen d’état (édition 2013). Travail de fin de cycle en sciences psychologiques non publié. Université de Kinshasa. Kinshasa.
Plante, I. et al. (2009). Student gender stereotypes: contrastingthe perceived maleness and femaleness of mathematics and language. Educationalpsychology. 29(4). 385-405. DOI: https://doi.org/10.1080/01443410902971500
Plante, I., Théorêt, M. & Eizner Favreau O. (2010) Les stéréotypes de genre en mathématiques et en langues : recension critique en regard de la réussite scolaire. Revue des sciences de l'éducation. 36(2). 389-419. DOI: https://doi.org/10.7202/044483ar
Rowley, S. J. et al. (2007). Social status as a predictorof race and gender stereotypes in late childhood and early adolescence. Social development. 16(1). 150-168. DOI: https://doi.org/10.1111/j.1467-9507.2007.00376.x
Schmader, T. et al. (2004). The costs of accepting gender differences: the role of stereotype endorsement in women’s experience in the math domain. Sex roles.50(11-12). 835-850. DOI: https://doi.org/10.1023/B:SERS.0000029101.74557.a0
Steele, J. R. (2003). Children’s gender stereotypes about math: the role of stereotype stratification. Journal of applied social psychology. 33(12). 2587-2606. DOI: https://doi.org/10.1111/j.1559-1816.2003.tb02782.x