Gender Differences in Mathematics Learning and Achievement in Some Selected Second Cycle Primary Schools of Bench-Maji Zone (SNNPR)
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Date
2011-04-30
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Addis Ababa University
Abstract
This study was aimed at investigating the gender differences in mathematics learning and achievement in some selected Primary Schools of Bench-Maji Zone, in order to explain the quality and relevance of education rendered in schools. It used 364 eighth grade students randomly selected from ten primary schools in BMZ to fulfill questionnaire and 10 female students for interview, 13 mathematics teachers, and 10 principals of the sample schools were included. Both quantitative and qualitative research methods were employed in this study. For this end, four instruments were used for the data collection that is achievement test, questionnaires, interview and observation.The finding of the study revealed that most of the male students were outperformed their female counter parts in the study primary schools. However, this was not in all case perfect. Female students in one school, i.e. Temenjayax primary school were competent enough than males. There was no significant difference in mathematics achievement of boys and girls in Aman, Bachuma, and Otuwa schools. These results suggest these schools may be closer to attaining gender equity. In contrast a very significant difference in the achievement score between boys and girls were found in Debre-Work, Edget-Behbret, and Maz primary schools. Furthermore, the composite score of mathematics results vary among schools in the Zone: The sample students from Otuwa and Temenjayax achieved relatively higher mean score than the students in the rest of the Zone. On the other hand, sample students in Edget-Behibret and Bachuma scored the lowest two mean scores. Students in the other schools obtained mean scores that lie between these two extremes. The study, thus, discussed what factors were caused girl’s lower performance (achievement) in mathematics. It argued the gender differences in mathematics learning and achievement were caused by social and institutional factors. The study concluded the relationship between mathematics school performance and female achievement in primary schools of Bench-Maji Zone (BMZ) has clearly shown that girls’ demand more support than boys’. It has clearly shown that family and school support is desirable so as to gender equity in mathematics learning and achievement. Therefore, stakeholders need to work towards the attainment of gender equity in the provision of mathematics education in their respected schools.
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investigating the gender differences in mathematics learning and achievement.