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This study involved administering for two academic years Reading Comprehension and Mathematics tests of a standardized battery to 253 Grade 10 students from one school. Factor matrices using microcomponents of the two tests for boys and girls were highly similar. While reading comprehension was a significant predictor of the problem-solving component for boys, it was not for girls. Also, significant differences in favor of boys were found on all three process components, on all but two content components, and on five microcomponents. Patterns of observed differences were similar for the two years. Results are related to the emerging theory of sex differences in mathematics, and specific research and practical implications are discussed.
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Randhawa et al. (1993) studied this question.
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