Gender disparity in mathematics performance: facts and factors case study: primary schools in Lelmokwo Zone, Nandi North District-Kenya
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Date
2009-04
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Publisher
Kampala International University.College Of Education
Abstract
This research project report presents a survey done on factors related to gender
disparity and academic performance in mathematics among primary school pupils in
Lelmokwo zone, Kosirai Division, Nandi North District of Kenya. The objectives of
the study were to identify the factors that cause gender disparity in mathematics
performance in primary schools among the pupils. These factors included lack ofrole
models, poor teaching methods, teachers' qualifications, inadequate teaching
materials and resources, parental attitudes, teachers' attitudes, pupils' attitudes
towards mathematics and the cost of education (poverty). The main purpose of this
study was to determine the factors contributing to poor performance in mathematics
among primary school pupils in the zone. There were twenty (20) primary schools of
which four ( 4) of the schools were sampled by use of purposive random sampling;
each was picked from four locations where the schools were found.
The researcher interviewed ten lower primary and ten upper primary teachers.
This was after consulting the head teacher of the respective schools for permission to
carry out the study. The researcher then observed two lower primary and two upper
"'-'n1arv teachers and coHec.tr.d. ·hta fro_nJ.~Pch Performance were recosg~d in order to
establish whether there was gender disparity and root out causes related to the
respective performance in mathematics. The researcher used questionnaires in
collecting data from subjects. The analysis of data was carried out with the aid of
Microsoft excel. The report revealed that the poor performance in mathematics is a
matter that concerns all the stakeholders of education system who include parents,
teachers, pupils, education officers and the Government.
Due to tender age most pupils do not know the reasons for their poor
performance in mathematics. The research revealed that the main factors contributing
to poor performance were mainly based on gender disparity and included the
following: lack of role models, poor teaching methods, teachers' qualifications,
inadequate teaching materials and resources, parental attitudes, teachers' a,titudes,
pupils' attitudes towards mathematics and high cost of education (poverty). All the
above contributed to poor performance in mathematics especially among girls. The
results of this study can be used by all concerned to sensitize the public at large on the
significance of mathematics as a subject with a view to altering their attitudes
regarding mathematics. The study can also be used as a framework towards
improving mathematics performance from lower primary classes to secondary levels
to apply to even other subjects apart from mathematics. The study can also be used by
educational government departments and teachers to project on better future
performance of mathematics in schools. Suggestions and recommendations have been
given which, if put in to practice can go along way iu alleviating and avoiding
discrepancies evident in lower and upper primary classes perpetuating gender
disparity in performance.
Further research is called upon to focus on the motivators and effects of
pupil's gender disparity in the performance of mathematics.
Description
Research report submitted to the Faculty of Business Administration in partial fulfilment of the award of a bachelor of Education degree of Kampala International University.
Keywords
Gender, Disparity, Mathematics, Performance, Kenya