dc.contributor.author | Mburu, Esther W | |
dc.date.accessioned | 2021-01-20T08:22:28Z | |
dc.date.available | 2021-01-20T08:22:28Z | |
dc.date.issued | 2020 | |
dc.identifier.uri | http://erepository.uonbi.ac.ke/handle/11295/153720 | |
dc.description.abstract | In Kenya, the capabilities of boys and girls in mathematics have persistently remained
below even though mathematics is a primary contributor to the overall performance of the
learner. When the performance of one gender in mathematics continues to be below that of
the other gender it would eventually mean gender imbalance workforce qualification. This
study focused mainly on establishing the role of gender on the academic performance in
mathematic subject at primary and secondary schools in Kenya. The study’s questions are;
is there any significant difference in academic performance by gender on mathematics; if
so what other factors affect the difference? This study has become necessary due to the
need of education mostly on science and mathematics being viewed as an economic force
conjointly with other forces perceived to contribute to the social and economic growth and
development of a Nation. The country having a diverse population; comprising people of
varying levels of social status, and its economic activities qualifies the country as an
appropriate area of this study. The study used meta-analysis research design in coming up
with study conclusions. Meta-analysis involves review of available literature over given
period in arriving at conclusions. The study collected secondary data from previous studies
done in the area of student performance in mathematics, both in primary and secondary
schools. The data was qualitative in nature and in terms of assertions of authors and the
conclusions arrived at by previous studies. The source of the data were published academic
journals for the period 2015-2019. The study found that there were gender differences in
the performance of mathematics in both primary and secondary school level. In most of
the reviewed studies, it was established that boys performed better than girls in
mathematics subject. The gender differences in the performance of mathematics was
attributed to several factors. The study concluded that the student attitudes towards
Mathematics affect the performance of the students in the subject; cultural factors affect
the level of educational performance of students in both primary and secondary school
level; family factors are a major contributor to gender differences in the academic
achievement for students in Mathematics, both at primary and secondary level and that
peer pressure among the students in primary and secondary level of education affect the
academic achievement of the students in Mathematics. The study recommended that
teachers to offer mentorship and motivational talks to girls in order to develop positive
attitudes towards Mathematics Subject. The study further recommended schools to provide
more Mathematics learning materials to girls and more contact hours for academic
consultations with teachers in Mathematics in order to bridge the gap between girl and boy
performance in the subject. The study also recommended schools to provide counselling
services to students against negative peer pressure of students which could lead to poor
performance of the students in academics. | en_US |
dc.language.iso | en | en_US |
dc.publisher | University of Nairobi | en_US |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
dc.subject | Gender And Academic Performance In Mathematics | en_US |
dc.title | Critical Analysis On The Role Of Gender And Academic Performance In Mathematics In Primary And Secondary Schools In Kenya | en_US |
dc.type | Thesis | en_US |