Assessing gender disparity in mathematics performance following Project-Based Learning (PBL): a statistical evaluation using t-test

Gender disparity in academic performance has been extensively discussed and documented in the literature. Mathematics, historically viewed as a stereotypically male domain globally, has been a focal point for examining gender disparities in achievement, with the exception of Malaysia. Due to these mixed findings, it has been suggested that innovative teaching and learning approaches can help mitigate gender disparities in academic performance and retention. However, there is a lack of research assessing gender disparities in mathematics achievement using Project-Based Learning (PBL) in Malaysia, particularly within the context of learning mathematics in the built environment. This study aims to explore whether PBL, compared to traditional methods, impacts gender disparity in mathematics achievement. This study employed a quantitative research design to investigate the impact of PBL on gender disparity in mathematics achievement among students in the Architecture and Environmental Design program. End of semester examination marks of 106 students were analysed using an independent t-test to compare the performance of female and male students. The results showed no statistically significant difference in mathematics achievement between female (M=29.54, SD=6.74) and male (M=27.79, SD=6.81) students, with t(104) =1.319, p =0.190. This suggests that the application of PBL in mathematics for the built environment may help reduce gender disparity. The findings have pedagogical implications for improving learning quality and developing student competency. This aligns with Sustainable Development Goal 4 (SDG 4), which aims to reduce disparities and inequities in education, focusing on both access and quality.