Abstract
: This study primarily attempts to investigate if there is any relationship between selected factors namely gender, school factors and academic achievement in Statistics of high school students in Tripoli, Libya. The study specifically answered the following questions 1-Is there any relationship between students' achievement in Statistics and school factors in terms of the Availability and use of school library? 2-Is there any relationship between students achievement in Statistics and the teacher factors in terms of Qualification? Teacher quality? Teacher turnover? The sample consisted of 100 science students, 50 males and 50 females from two randomly chosen high schools in Tripoli, Libya. Two instruments were used in the study. The Statistics achievement test (SAT), was designed to assess student performance in Statistics. The second was a student questionnaire (SQ), designed to obtain information on personal characteristics of the students, school factors. The main findings of the study are the following: 1. Gender was found to be significantly associated with achievement in Statistics. Specifically, female students were found to perform better than male students. 2. Among the school factors, the factor which emerged as influencing students' achievement in Statistics was the teacher factor. The following are the two elements of teacher factor which were significantly related to students' achievement in Statistics. (i). Making students understand of what were taught. and (ii) Teacher's provision of adequate exercises. Recommendations are offered regarding the need for a multivariate study on a national scale, the need to rethink pre-service and in-service teacher education programmes, origins and consequences of gender differences in performance in Statistics towards improving the level of students achievement in Statistics.