Teachers’ Perceptions of Causes of Gender Differences in Mathematics Achievement Among Secondary School Students

Bright Ihechukwu Nwoke, Ugwuegbulam Charles Ngozi, Ngozi D. Duru, Best-Njoku Maris Maria

Abstract


The study investigated teachers’ perceptions of the causes of gender differences in mathematics achievement among secondary school students. The study was carried in Owerri Education Zone I of Imo State Nigeria using descriptive survey research design. A sample of 150 mathematics teachers was used for the study comprising of 90 males and 60 females. A 21-item likert 4 points type of questionnaire titled Causes of Gender Differences in Mathematics Achievement (CGDMA) drawn by the researchers was used for data collection. The instrument had reliability coefficient (r) of 0.81 determined using Crounbach’s alpha method. The data generated were analyzed using mean and standard deviation to answer research questions while the hypotheses were analyzed using chi-square (x2) and t-test statistical tools tested at 0.05 level of significance. The result of the study revealed series of factors causing gender differences in mathematics achievement which are teacher, students and parent related. Based on the result, it was recommended that teachers should use innovative strategies in teaching mathematics to get both male and female students involved in classroom
activities.


Keywords


Teachers perceptions; Causes; Gender difference; Mathematics achievement

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References


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DOI: http://dx.doi.org/10.3968/10253

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