Abstract

Objectives: This study aimed to determine the mathematics achievement level of third-grade male students in public elementary schools for boys and early childhood schools in Jeddah, and to examine differences according to whether they were taught by a male or female teacher. Methods: The study employed a descriptive-analytical approach with a study population comprising 9,633 pupils in early childhood schools and 1,944 pupils in primary schools, all of whom participated in the NAFS assessment in 2024. The number of participating schools totaled 70 schools, including 31 primary schools and 39 early childhood schools. Results: The results indicated that the students' level of achievement did not reach the required proficiency, with the mean score of (57.193) for primary school students and (59.319) for early childhood school students, both below the hypothetical proficiency level of (80). Additionally, no statistically significant differences were observed in achievement between students taught by male or female teachers, suggesting that achievement is influenced by other factors such as teaching strategies, students' preparedness, and the learning environment. Conclusions: The study recommends enhancing academic support programs in mathematics, developing practical teaching strategies, improving teachers' skills in implementing interactive activities that stimulate critical thinking, and regularly monitoring students' achievement to reduce gaps and improve overall educational outcomes.