Sex differences in the learning of post-secondary mathematics in a neo-literate society

This paper investigates the enrollment disparities and sex differences in the learning of post-secondary mathematics course at the University of Papual New Guinea. The 1984 and 1985 intakes of Preliminary Year and Matriculation Studies were taken as samples. Seven instruments were developed and administered. The results showed great disparity in the enrollment of females. The mathematics performance in the middle and over the whole course was compared by using thet-test. There was no significant difference in the mathematics achievement of males and females. The probable reason seems to be the higher SES of female students as they were from comparatively better homes.