SEX DIFFERENCES; A STUDY OF SOME FACTORS INVOLVED IN THE LEARNING OF MATHEMATICS AMONG SECONDARY FORM III STUDENTS IN KENYA

Abstract

The foundation stones in the fields of technical and professional education I i.e. in a sound background knowledge of mathematics. In the system of education in Kenya an analysis of the enrolment rates or of the number of applications for admission into mathematics classes or mathematically oriented courses, especially in the higher institutions of learning, will reveal a big discrepancy in the numbers for boys and girls. The percentage of girls in Kenya who study mathematics after form four shows a remarkable and drastic drop while the study of mathematics tends to be a predominantly male activity at the University levels. That girls do not choose to study mathematics for examination courses is a fact. That they do not do so because of lower intellectual ability is a claim very difficult to accept. Assuming that there is no sex difference in the innate capacity for learning mathematics it is difficult to explain the scarcity of women mathematicians and mathematics teachers, women engineers and scientists in Kenya. In these circumstances mathematics educators, curriculum development and examination bodies often turn out to be the scape attack by concerned parents and other members of the society. The possibility that factors other than those under the control of teacher’s curriculum designers and examination bodies play a major role in the decision by girls to discontinue further study of mathematics cannot be totally ignored and need further exploration. Thus for example, the very nature of the structure of the educational system in Kenya, with its large number of unisex schools could promote towards differentiation of curricula for boys and girls making it possible for girls7 schools to avoid pure science subjects and offer only Domestic science subjects such as needlework and cookery. This study was an attempt to identify some of the factors which are likely to influence decisions by girls and boys to continue further study of mathematics and which are I likely to affect their achievement in mathematics. It is expected to make suggestions to enable girls and boys to real I% their mathematical potential so that each sex and particularly the girls play an active role in the economic development of the Nation especially in the fields of engineering, technology, industry, commerce and science.