The factors affecting girls’ performance in mathematics in secondary schools in Ruchu Zone, Maragua District, Kenya.

Abstract

The purpose of this study was to examine the factors affecting the girls’ performance in mathematics in secondary schools in Ruchu Education Zone, Maragua District, Kenya. Specifically the study determined the attitude of girl’s students towards mathematics, learning environment, culture home background, Gender, behaviour and role models. Three questionnaires were used, one for principals, another for mathematics teachers and the other for girl students. There was one interview guide for the zonal inspector of Schools. Four secondary schools out of twelve schools were randomly selected in the education zone. The sample consisted of thirty two girl students, eight mathematics teachers, four principals and one zonal inspector of schools. The study found out that experience of mathematics teachers and behaviour of girls had no major influence on the girls’ performance in mathematics. Girl’s attitude towards mathematics, culture, learning environment, home background, Gender and lack of role models greatly affected the girl student’s performance in mathematics. The study concluded that more female principals and mathematics teachers are needed so as to raise girls' performance in mathematics. Learning environment, culture and girls attitudes towards mathematics need to be changed positively.