Gender Differences in Attention Deficit Hyperactivity Disorder and Their Relationship to Academic Achievement among Basic Education Pupils

Abstract

This study aimed to investigate the relationship between Attention Deficit Hyperactivity Disorder (ADHD) and academic achievement among pupils in the first cycle of basic education within the Tripoli Central Education Affairs Office, with particular emphasis on gender differences (males and females) in the disorder and its association with academic performance. The study employed a descriptive correlational-comparative design. The sample consisted of 450 pupils (229 males, representing 50.9%, and 221 females, representing 49.1%), aged between 7 and 12 years, selected through random sampling from Hussein Tarousha School, affiliated with the Tripoli Central Education Affairs Office. The Henry Holovinko ADHD Scale was used to assess attention deficit and hyperactivity symptoms. The scale comprises 36 items distributed across the dimensions of hyperactivity, attention deficit, and impulsivity and was translated into Arabic by Mohammed Al-Marghani. Academic achievement data were obtained from official school records. The scale demonstrated satisfactory psychometric properties, with a test–retest reliability coefficient of 0.89 and a validity coefficient of 0.95, established using the Conners Scale as the criterion measure. The findings revealed a statistically significant negative correlation between the level of attention deficit and hyperactivity symptoms and academic achievement. Significant differences were also found between pupils with and without the disorder, favoring non-affected pupils in terms of academic achievement. Regarding gender differences, the results indicated that males were significantly more likely to exhibit ADHD than females. Moreover, males diagnosed with the disorder demonstrated significantly lower academic achievement than affected females. The findings further showed that males scored significantly higher than females on hyperactivity and impulsivity dimensions, whereas no significant gender differences were observed in the level of attention deficit itself. The study concluded with several recommendations, most notably the need to strengthen awareness and early screening programs for ADHD in Libyan schools and to consider gender differences when designing educational and counseling intervention programs for pupils affected by the disorder.