Gender differences in mathematics achievement and mathematics attitude through participation in athletics

The purpose of the study was to investigate whether participation in athletics influences students of mathematics with special attention given to female athletes. This quantitative study looked to define the role of mathematics achievement and mathematics attitude through participation in athletics. Participants included three hundred students from tenth through twelfth grades from a suburban school district in the northeastern United States. Statistical analysis included analysis of variance for achievement using data from final marks in a mathematics class and PSAT scores. No statistical significance was determined for achievement. Analysis of variance results for the variables attitude and attitude as a male domain using the Fennema-Sherman Modified Attitude Scale show no main significant effects although simple effects did show significance for female athletes. Female athletes' attitude toward mathematics was a positive one, which far exceeded the female non-athletes. These female athletes had a stronger attitude toward mathematics not being a male domain. Additional analysis using correlations for achievement and attitude concluded a strong relationship between final marks and attitude as well as PSAT scores and attitude. These findings reveal a necessity to develop programs that combine athletic experiences and educational opportunities beyond our traditional programs. In addition to programs, these findings show a need to support and create athletic opportunities for female students.