Perceptions Of Parents On Gender Differences In Mathematics In Secondary Schools In Arua Municipality, Arua District, Uganda.

ABSTRACT Over the past two decades, women limited participation in science, technology and mathematics (SMT) courses in tertiary institutions have been a cause for a concern in Uganda. Women today, constitute over half of the world population. This research was designed to investigate the present situation of female participation in SMT in Arua Municipality, visa-a vis the effects of this limited participation on national development. Data for the study were obtained from a survey conducted in two Local Government Di ision Areas of Oil Rivcr and Ama Hill divisions, the west Nile region head quarters. Questionnaires, guided inte~iews and focus group discussions were among the methods used in soliciting for the data from the respondents. A total of 100 students, 40 parents and 50 teachers were successfully interviewed. The result obtained confirms the earlier assertion that female are underrepresented in SMT. It also showed that more than 70% of the parents, 66% of teachers and 76% of students accepted that there was gender disparity in SMT;socialization processes inculcated gender biases through the different roles and responsibilities assigned to girls and boys. A package of communication strategies are therefore recommended to encourage teachers and researchers to recognize prejudicial practices which may still disadvantage girls particularly within classrooms, even where policy and statistics suggest that equality has been achieved. Also, career guidance teachers should play a major role in showing girls how to choose subjects combination in high school which suits their aptitudes and, family members should encourage girls to take up scientific programs

TABLE OF CONTENTS

TitlePage

Declaration

Approval

Dedication

Acknowledgements v

Table of Contents vi

List of Tables ix

List of figures

List of Acronyms

Abstract

CHAPTER ONE: INTRODUCTION

Chapter One

1.0 Chapter Overview

I. I Backgrounds to the Study

1.2 Statement of the Problem 6

1.3 Purpose of the Study

1 .4 Research Objectives 7

1 .4. 1 Research Questions 7

1.5 Scope of the Study 8

1.6 Significance of the Study 8

CHAPTER TWO: REVIEW OF THE RELATED LITERATURE

Chapter Two 10

2.0 Chapter Overview 10

2.1 The Conceptual Frame Work 10

2.2.1 Parents Perception of their Child’s Performance in Mathematics 14

2.2.2 To find out whether there is Gender Differences in Mathematics Performance--IS

2.2.2.1 Safety and Security of Girls 16

2.2.2.2 Home and Community Based Factors 17

2.2.2.3 Distance To and From School 21

2.2.2.4 Facilities and Physical Inputs 24

2.2.2.5 Time Use by Girls in Mathematics 27

2.2.3 Girl’s Participation in SMT Subjects 28

2.2.4 Gap in the Review of Related Literature 29

CHAPTER THREE: METHODOLOGY OF THE STUDY

Chapter Three 31

3.0 Chapter Overview 31

3.1 Rescarch Design 31

3,2 Sampling Procedure 31

3.3 Population 31

3.4 Research Instruments 33

3.4. 1 The Questionnaire 33

3.4.2 Focus Group Discussions (FGD) 34

3.5 Validity and Reliability of the Instruments 35

3.6 Research Procedures 37

3.7 Data Analysis 37

3.8 Ethical Considerations 38

3.9 Limitations to the Study 38

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND

INTERPRETATION

Chapter Four 40

4.0 Chapter Overview 40

4.1 Is there Gender Differential in Performance in SMT Subjects? 43

4.2 There Causes Of Gender Differentials in SMT 44

4.3 Parents Explanations of the their Child’s Performance in Mathematics-48

4.3.1 Parents Assessment of their Child Performance in Mathematics-SO

4.4 Research Findings on the Relationship be~’een Mathematics, Science and

Technology 52

CHAPTER FIVE: DISCUSSIONS, CONCLUSION AND

RECOMMENDATION

ChapterFive ~

5.0 ChapterQvervjew

5.1 Discussion of Research Findings 54

5.2 Conclusions 62

5.3 Recommendations 64

5.4 Suggestions for Further Reading 66

REFERENCES 67

APPENDICES

APPENDIX A: Questionnaire for Parents 73

APPENDJXB: Questionnaire for Students 78

APPENDIX C: Questionnaire for Teachers 84

APPENDIX D: Mathematics formula 90

APPENDIX E: Map of Uganda Showing Arua District, the Smdy Area 96

APPENDIX F: Ethical Documents from KIU 97

APPENDIXG: District Acceptance Letter from Arua 98

Other ethical documents for pretest 9