Gender differentials in mathematics achievement of primary school pupils in Wumingu location, Wundanyi division, Taita district Kenya
| dc.contributor.author | Mwanjala Mwandigha, Stanley | |
| dc.date.accessioned | 2020-07-24T09:13:08Z | |
| dc.date.available | 2020-07-24T09:13:08Z | |
| dc.date.issued | 2010-04 | |
| dc.description | A Research Report Submitted To The Institute Of Open And Distance Learning In Partial Fulfillment Of The Requirements For The Award Of The Bachelors Of Education Of Kampala International University | en_US |
| dc.description.abstract | Over the past two decades, women limited participation 111 science, technology and mathematics (SMT) courses in tertiary institutions have been a cause for concern in Kenya. Women today, constitute over half of the world's population. This report therefore, discusses the present situation of female participation in SMT in Wumingu location, some of the factors that tend to hinder females' participation in SMT, vis-à-vis the effects of this limited participation on national development. Data for the study were obtained from a survey conducted in January- February, 2010 in the local government division area of wumingu location, Tai ta district. Very rich literatures were got from text books (both edited and not), Journals, Booklets, the website and great speeches relating to the topic problem. Questionnaires, guided interviews and focus group discussions were among the methods used in soliciting for the data from the respondents. A total of 100 students, 40 parents and 50 teachers were successfully interviewed. This paper confirms the earlier assertion that female are underrepresented in SMT. It also reveals that: more than 70% of the parents, 66% of teachers and 76% of students accepted that there was gender disparity in SMT; Socialization processes inculcated gender biases through the different roles and responsibilities assigned to girls and boys. A package of communication strategies are therefore recommended to encourage teachers and researchers to recognize prejudicial practices which may still disadvantage girls particularly within classrooms, even where policy and statistics suggest that equality has been achieved. Among the recommendations made were that, career guidance teachers should play a major role in showing girls how to choose subjects combination in high school which suits their aptitudes and, family members should encourage girls to take up scientific programs. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/11048 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Gender differentials | en_US |
| dc.subject | Mathematics achievement | en_US |
| dc.subject | Primary school pupils | en_US |
| dc.subject | Wumingu location, Wundanyi division, Taita district | en_US |
| dc.subject | Kenya | en_US |
| dc.title | Gender differentials in mathematics achievement of primary school pupils in Wumingu location, Wundanyi division, Taita district Kenya | en_US |
| dc.type | Thesis | en_US |