Teachers’ Perceptions of Causes of Gender Differences in Mathematics Achievement Among Secondary School Students

Bright Ihechukwu Nwoke, Ugwuegbulam Charles Ngozi, Ngozi D. Duru, Best-Njoku Maris Maria

Abstract


The study investigated teachers’ perceptions of the causes of gender differences in mathematics achievement among secondary school students. The study was carried in Owerri Education Zone I of Imo State Nigeria using descriptive survey research design. A sample of 150 mathematics teachers was used for the study comprising of 90 males and 60 females. A 21-item likert 4 points type of questionnaire titled Causes of Gender Differences in Mathematics Achievement (CGDMA) drawn by the researchers was used for data collection. The instrument had reliability coefficient (r) of 0.81 determined using Crounbach’s alpha method. The data generated were analyzed using mean and standard deviation to answer research questions while the hypotheses were analyzed using chi-square (x2) and t-test statistical tools tested at 0.05 level of significance. The result of the study revealed series of factors causing gender differences in mathematics achievement which are teacher, students and parent related. Based on the result, it was recommended that teachers should use innovative strategies in teaching mathematics to get both male and female students involved in classroom
activities.


Keywords


Teachers perceptions; Causes; Gender difference; Mathematics achievement

Full Text:

PDF

References


Abiam, P. O., & Odok, J. K. (2006). Factors in students’ achievement in difference branches of secondary school mathematics. Journal of Education and Technology, 1(1), 161-168.

Adeneye, O. A. A. (2011). Is gender a factor in mathematics performance among Nigerian senior secondary students with varying school organization and location? International Journal of Mathematics Trends and Technology, 2(3), 17-21.

Alkhateeb, H. M. (2001). Gender differences in mathematics achievement among high school students in the United Arab Emirates, 1991-2000. Retrieved from http://doi.org/10.1111/j.1949-8594.2001.tb18184.x

Atovigba, M. V., Vershima, M. A., O’kwu, E. I., & Ijenkeli, E. (2012). Gender trends in Nigerian secondary school students’ performance in algebra. Research Journal of Mathematics and Statistics, 4(2), 42044.

Bassey, S. W., Joshua, M. T., & Asim, A. E. (2008). Gender differences and mathematics achievement of rural senior secondary students in cross river State Nigeria. Review Research in Science, Technology and Mathematics Education (Episteme-2) Mumbai, India, 3, 56-60.

Gbolagade, A. M., Waheed, A. A., & Sangoniyi, S. O. (2013). Demystifying mathematics phobia in schools for transforming Nigeria in attaining vision 20:2020. International Journal of Academic Research in Business and Social Sciences, 3(2), 188-196.

Nematullah, U., Muhammad, Y., Allah, B. G., & Khaliq, D. (2015). An analytical study of gender difference in academic achievement in mathematics at secondary level. British Journal of Education, Society & Behavioural Science, 11(4), 1-7.

Okeke, E. C. (2003). Gender and sexuality education: Bridging the gap in human resources development. Journal of Curriculum Organization of Nigeria, 10(1), 117-120.

Oluwatayo, J. A. (2011). Gender difference and performance of secondary school students in mathematics. European Journal of Education Studies, 3(1), 173-199.

Saritas, T., & Akdemir, O. (2009). Identifying factors affecting the mathematics achievement of students for better instructional design. Retrieved from http://www.itdl.org/journal/Dec-09/article03htm

Sengul, U. (2015). Factors affecting the mathematics achievement of Turkish students in PISA 2012. Academic Journals, 10(12), 1670-1673.

Tsafe, A. K. (2014). Contributions of mathematics education to economic development and sustainability in Nigeria. Being a Paper Presented at the 5th Annual Conference of Mathematical Association of Nigeria (MAN) held at University of Ilorin, Kwara State from August 31st – September 5th 2014.

Udousoro, U. J. (2011). The effects of gender and mathematics ability on academic performance of students in chemistry. African Research Review, An International Multidisciplinary Journal, Ethiopia, 5(4), 201-213.

UNESCO. (1997). Agenda for the future. Adult Education and Development, 49, 263-287.

UNESCO. (2003). Gender and education for all: The leap for equity. Global Monitoring Report 2003/2004. Retrieved from http://www.unesco/oc.uneco.org/education/eta-report/2003-pdf/chapter3.pdf




DOI: http://dx.doi.org/10.3968/10253

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Canadian Social Science

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission: http://cscanada.org/index.php/css/submission/wizard

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: [email protected]; [email protected]; [email protected]; [email protected]

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

 

Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:[email protected]; [email protected]

Copyright © Canadian Academy of Oriental and Occidental Culture