Browsing by Author "Gnaro, Adamu"

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    Gender Differences In Mathematics Achievement At The Second Cycle Primary Schools of South West Shoa Zone
    (Addis Ababauniversity, 2004-06) Gnaro, Adamu; Assefa, Meseret (PhD)
    This study was attempted to examine gender differences in mathematics achievement and mathematics self-esteem and to explore some factors that contribute to this achievement differences in the 2nd cycle primary schools of South West Shoa Zone . To perform this study, four mathematics tests for the respective grades 5-8, two questionnaires one for the teachers teaching mathematics Grades5-8 in the sampled Schools and the other for 480 (240 male and 240 females) students sampledfrom six primary schools in South West Shoa Zone. The student's questionnaire includes nine mathematics self-esteem questions adopted from Rosenberg (1965) self-esteem scale. A t-test, analysis of variance (ANOVA) and Pearson correlation coefficients were employed to analyze the data. The results indicated statistically significant gender differences (a = .05 level) in mathematics achievement in favor of males. As a whole the difference observed between urban and rural students' mathematics achievement was not significant. But it was observed that it is significant between rural males and females in favor of males. In this study the factors such as father 's education level, family size, family's occupation, family's help, guide and assistance did not show a significant impact on the achievement of students included in the study. But the difference in mother's education level shows a significant difference in students' mathematics achievement. With regard to mathematics self-esteem a significant difference was observed between male and female students in favor of males. It was also observed that there was a significant positive relationship between students' positive mathematics self-esteem and their mathematics achievement. Similarly, there is a negative relationship between students' negative mathematics self-esteem and mathematics achievement. The teacher 's expectation was found to be different with gender and it was observed that they expect better participation, performance and achievement from male students while they do not expect such qualities from females. It was recommended that sensitization and awareness building activities to enable the society, family, teachers and peers have to be done against the cultural beliefs which marginalize female students. Females who are showing special talents should be encouraged and used as the role models. There should be the school guidance and counselor at the primary school so that the students could get the necessary guidance and counseling from early school level and be able to develop positive self esteem in mathematics. Teachers should be trained in a way that they could assist, help and guide female students