TABLE OF CONTENTS
DECLARATION
APPROVAL
DEDICATION iii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF ACRYNOMS ix
ABSTRACT x
CHAPTER ONE 1
INTRODUCTION 1
1.0 Overview 1
1.1 Background to the Study 1
1.2 Statement ofthe Problem 3
1.3 Objectives ofthe Study 3
1.3.1 General Objective 3
1.3.2 Spec~fIc Objectives 3
1.4 Research Questions 4
1.5 Significance ofthe study 4
1.8 Conceptual Framework 6
1.9 Organization ofthe rest ofthe report 6
CHAPTER TWO 7
LITERATURE REVIEW 7
1.0 Introduction 7
2.1 Girls performance in mathematics in Kenya 7
2.3 Gender and Attitudes 8
2.4 Study Environment and Performance 10
2.4.1 Effects ofschool organization on girl’s performance in mathematics 10
2.4.2 Classroom Methodology 11
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2.4.3 Mathematics curriculum. 12
CHAPTER THREE 17
RESEARCH METHODOLOGY 17
3.0 Introduction 17
3.1 Research design 17
3.2 Area and population of study 17
3.3 Sample size and selection 17
3.3.1 Selection ofthe subjects 18
3.4 Research instruments 18
3.5 Data analysis 18
CHAPTER FOUR 19
PRESENTATION AND DISCUSSION OF FINDINGS 19
4.0 Introduction 19
4.1 Background Information ofthe participants 19
4.2 Findings fro the questionnaires 20
4.2.1 Gender ofthe respondents 20
4.2.2 Academic/professional quaflfications 20
4.2.3 Teaching/working experience 21
4.2.4 Girlsperformance as they moved upfrom Form One to Form Four 22
4.2.5 Gender responsive language 23
4.2.6 Girl students’ percentage marks score in mathematics 23
4.2.7 General comments why girls perform poorly in mathematics by 32 girl students.. 23
4.3 Interview Observation 24
CHAPTER FIVE 25
SUMMARY, CONCLUSION AND RECOMMENDATIONS 25
5.0 Introduction 25
5.1 Summary 25
5.2 Conclusion 26
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5.3 Recommendations . 27
5.3.2 Study environment and performance 28
5.3.3 Attitudes towards mathematics 29
REFERENCES 30
APPENDICES 31
APPENDIX I: INTRODUCTION LETTER 31
APPENDIX II: QUESTIONNAIRE FOR PRiNCIPAL 32
APPENDIX III: STUDENTS QUESTIONNAIRE 35
APPENDIX IV: TEACHER’S QUESTIONNAIRE 38
APPENDIX V: INTERVIEW SCHEDULE 40
APPENDIX VI: A MAP OF RUCHU EDUCATION ZONE, MARAGUA DISTRICT
(KENYA) 41
ABSTRACT
The purpose of this study was to examine the factors affecting the girls’ performance in mathematics in secondary schools in Ruchu Education Zone, Maragua District, Kenya. Specifically the study determined the attitude of girl’s students towards mathematics, learning environment, culture home background, Gender, behaviour and role models. Three questionnaires were used, one for principals, another for mathematics teachers and the other for girl students. There was one interview guide for the zonal inspector of schools. Four secondary schools out of twelve schools were randomly selected in the education zone. The sample consisted of thirty two girl students, eight mathematic teachers, four principals and one zonal inspector ofschools. The study found out that experience of mathematics teachers and behaviour of girls had no major influence on the girls’ performance in mathematics. Girl’s attitude towards mathematics, culture, learning environment, home background, Gender and lack of role models greatly affected the girl student’s performance in mathematics. The study concluded that more female principals and mathematics teachers are needed so as to raise girl’s performance in mathematics. Learning environment, culture and girls
attitudes towards mathematics need to be changed positively.
