Teachers' gender related beliefs in mathematics education in the selected secondary schools of Kandara division, in Murang'a south district Kenya

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Kampala International University, College of Education Open and Distance Learning
The purpose of this study was to determine teachers' gender related beliefs in mathematics education in the selected schools of Kandara Division, Murang'a south District Kenya. The specific objectives of the study were to determine whether male and female teachers differ in their gender-related perceptions of math education, evaluate whether male and female math teachers differ in their perceptions about the role of gender in the teaching of math, and to assess how male and female teachers describe their past experiences as math students and math teachers The method used for data collection was questionnaires to the teachers in the school who were involved in the study. In chapter four, the findings were presented and interpreted in relation to the study objectives and research questions. While linking to the existing literature, results included demographic characteristics, frequency and percentages. Based on the findings it was observed teachers have a feeling that boys are better suited to studying mathematics than girls. In chapter five, development of solutions to the problem, summary of the findings and conclusions were attempted. The findings suggested government that Policy makers need to recognize that a single policy approach to achieving gender equity in math education may not be sufficient. Policies may need to be tailored to address the differential needs of girls from diverse ethnic backgrounds
A research report submitted to the College of Education Open and Distance Learning in partial fulfillment of the requirement for the award of degree of Bachelor of Education (Science) of Kampala International University
Teachers' gender, mathematics education, secondary schools, Murang'a south district Kenya