Factors Contributing To Poor Performance of Girl Child in Mathematics in Sare Zone, Rongo District, Kenya
| dc.contributor.author | Molly, Onyango A | |
| dc.date.accessioned | 2020-07-16T07:07:04Z | |
| dc.date.available | 2020-07-16T07:07:04Z | |
| dc.date.issued | 2009-09 | |
| dc.description | A Research Report Submitted To Institute of Open and Distance Learning In Partial Fulfillment of the Requirement for the Award Of Degree Of Bachelor Of Education Arts Primary Option Of Kampala International University | en_US |
| dc.description.abstract | The study was carried out during the month of January, 2009 on Factors Contributing to Poor Performance of Girl Child in Mathematics in Sare Zone. The target group was class eight female pupils. Questionnaires were used among form class eight pupils, mathematics teachers and head teachers of three primary schools. Oral interview was also employed to obtain accurate information. Analysis has shown that a number of girls who reach class eight in every school is very low and their performance in mathematics is poor. Girls have an attitude that mathematics are hard and that they are male subjects, peer influence from friends, family poverty, lack of female teachers in school, socio-economic, cultural and social factors are the main factors that lead to poor performance of girls in mathematics. Government, teachers, NGOs and community need to work hand in hand through educative manes, creation of awareness so as to help in improving the poor performance of girls in mathematics. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/8674 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, bachelors degree of arts with education | en_US |
| dc.subject | Poor Performance of Girl Child | en_US |
| dc.subject | Mathematics | en_US |
| dc.subject | Sare Zone, Rongo District, Kenya | en_US |
| dc.title | Factors Contributing To Poor Performance of Girl Child in Mathematics in Sare Zone, Rongo District, Kenya | en_US |
| dc.type | Other | en_US |