Gender Disparity In Mathematics Performance: Facts And Factors Case Study: Primary Schools Rn Lelmokwo Zone, Nandi North District-Kenya

ABSTRACT

This research project report presents a survey done on factors related to gender

disparity and academic performance in mathematics among primary school pupils in

Lelmokwo zone, Kosirai Division, Nandi North District of Kenya. The objectives of

the study were to identify the factors that cause gender disparity in mathematics

performance in primary schools among the pupils. These factors included lack ofrole

models, poor teaching methods, teachers' qualifications, inadequate teaching

materials and resources, parental attitudes, teachers' attitudes, pupils' attitudes

towards mathematics and the cost of education (poverty). The main purpose of this

study was to determine the factors contributing to poor performance in mathematics

among primary school pupils in the zone. There were twenty (20) primary schools of

which four ( 4) of the schools were sampled by use of purposive random sampling;

each was picked from four locations where the schools were found.

The researcher interviewed ten lower primary and ten upper primary teachers.

This was after consulting the head teacher of the respective schools for permission to

carry out the study. The researcher then observed two lower primary and two upper

"'-'n1arv teachers and coHec.tr.d. ·hta fro_nJ.~Pch Performance were recosg~d in order to

establish whether there was gender disparity and root out causes related to the

respective performance in mathematics. The researcher used questionnaires in

collecting data from subjects. The analysis of data was carried out with the aid of

Microsoft excel. The report revealed that the poor performance in mathematics is a

matter that concerns all the stakeholders of education system who include parents,

teachers, pupils, education officers and the Government.

Due to tender age most pupils do not know the reasons for their poor

performance in mathematics. The research revealed that the main factors contributing

to poor performance were mainly based on gender disparity and included the

following: lack of role models, poor teaching methods, teachers' qualifications,

inadequate teaching materials and resources, parental attitudes, teachers' a,titudes,

pupils' attitudes towards mathematics and high cost of education (poverty). All the

above contributed to poor performance in mathematics especially among girls. The results of this study can be used by all concerned to sensitize the public at large on the significance of mathematics as a subject with a view to altering their attitudes

regarding mathematics. The study can also be used as a framework towards improving mathematics performance from lower primary classes to secondary levels to apply to even other subjects apart from mathematics. The study can also be used by educational government departments and teachers to project on better future performance of mathematics in schools. Suggestions and recommendations have been given which, if put in to practice can go along way iu alleviating and avoiding discrepancies evident in lower and upper primary classes perpetuating gender disparity in performance.

Further research is called upon to focus on the motivators and effects of pupil's gender disparity in the performance of mathematics.