Gender and academic performance in mathematics in the selected primary schools of Pece division Gulu municipality Gulu district Uganda

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Kampala International University, College of Education, Open and Distance Learning
This study examined the influence of gender on academic performance in mathematics of primary pupils. The central focus was on the level of enrollment, level of performance and causes of variations in mathematics performance across gender, possible measures/solutions to these gender disparities in mathematics performance. The data was collected from three primary schools in Pece division, Gulu municipality, Gulu district. The respondents included Teachers, Head teachers, pupils and parents; 31 males and 23 females making a total of 54 respondents out of the expected 70 respondents. The method of data collection was random sampling. Qualitative and quantitative research designs were used. The data were analyzed and represent on tables and graphs. Open end and close ended questionnaires and observation were used to gather data for this study. Analysis of the results showed that there was gender disparity and that it led to disparity in performance in mathematics among girls and boys. The researcher concluded that almost same number of boys and girls were enrolled in the lower and middle primary classes with girls slightly more than the boys but the number of girls reduced greatly in the upper primary. Boys were found to be performing better than the girls in mathematics. Causes of variations in performance in mathematics by gender was mainly attributed to culture level of parental support, career guidance, effective teaching, confidence/commitment of learners, domestic responsibilities/child labour, availability of instructional materials. The researcher recommended the following; government/NGO should construct more classrooms to accommodate the increasing enrollment in the primary schools continue to supply the schools with enough instructional materials for teaching mathematics; train and recruit more teachers to meet the recommended 1 :55 teacher-pupil ratio, encourage gender related issues right up from childhood before cultural socialization effects take roof; there should be gender sensitive teachers from pre-primary classes; female teachers be encouraged to teach mathematics in all classes of primary level; organize workshops/seminars for teachers and head teachers to remind them of their roles as educators. Inspect teaching learning in schools to make sure that the right procedures are being followed. Head teachers should also liaise with the PTA’s to see how best they can improve on the teachers working conditions.
A Research Report Submitted To The Institute Of Open And Distance Learning In Partial Fulfillment Of The Requirement For The Award Of A Bachelor Of Education Of Kampala International University
Gender, Academic performance in mathematics, Primary schools, Pece division Gulu municipality Gulu district, Uganda