A COMPARISON OF MATHEMATICS ACHIEVEMENT OF JORDANIAN, CANADIAN, AND AMERICAN STUDENTS

This study sought to compare the achievement levels of twelfth-grade Jordanian students with the achievement levels of twelfth-grade U.S. students on the AIME, SAT-M, and AHSME. This study also sought to compare the achievement levels of twelfth-grade Jordanian students with the achievement levels of twelfth-grade Canadian students on the CMCEC. The study tested the following hypothesis: There is no significant difference between the mathematics achievement levels of three different groups of Jordanian students, high-achiever Scientific, average Scientific, and Humanistic, compared American and Canadian students. Four null hypotheses were tested on these three comparable groups, which were chosen from the Humanistic and Scientific Schools of Irbid City. In addition, comparisons were conducted among the groups of Jordanian students and in regard to male-female achievement levels in mathematics. It was established by statistical analysis that the twelfth-grade U.S. students scored higher than the twelfth-grade Jordanian students on the AIME, SAT-M, and AHSME. The results also indicated that the twelfth-grade average Scientific Jordanian students scored higher than the twelfth-grade Canadian students on the CMCEC. In all instances, Jordanian males scored higher than Jordanian females, with two exceptions: (1) The high-achiever females scored higher than the high-achiever males on the AIME, and (2) The Humanistic females scored higher than the Humanistic males on the SAT-M. As a result of these findings, a review of the literature, and field observations, specific recommendations were made in regard to the generalized development of Jordanian curricula, textbooks, and training programs, and in regard to the specific refinement and modification of the twelfth-grade curriculum. It was further recommended that similar studies at other grade levels be conducted.