Exploring girls’ poor performance in mathematics in secondary school

Author

Gono, T.

Title

Exploring girls’ poor performance in mathematics in secondary school

Abstract

The study explored girls’ poor performance in Mathematics in secondary school using a case study
of a school in Goromonzi District. A conceptual framework illustrating the interplay of factors in exploring girls' poor performance in mathematics in secondary school was developed for this study. The research study utilised an interpretivist paradigm, qualitative approach and a case study research design to collect data for analysis. The sample size comprised of purposively and conveniently selected 18 participants who included 10 students, 7 mathematics teachers and the school head from the participating secondary school in Goromonzi District. The data was collected through Focus Group Discussions (FGDs) and semi-structured interviews. Data collected was analysed using thematic analysis. The study established that participants held mixed
views of girls’ performance in Mathematics, with some believing that girls perform better than
boys, others believed they performed equally well and yet there were feelings that boys perform better than girls. Participants believed that societal expectations and family attitudes, shaped girls’ academic trajectories, confidence and motivation in learning Mathematics. The study revealed several school-related factors that contributed to girls' underperformance in secondary school Mathematics. Lower teacher expectations and biases were reduced girls’ confidence and
interest in Mathematics. Female role models in textbooks and curricula, encouragement and
gender sensitivity enhanced girls' performance. Teachers believed that initiatives such as math clubs and mentorship programmes positively influenced girls’ performance, and this underscores the importance of supportive educational environments. Further, the participants believed that peer tutoring, after-school support sessions, diverse teaching methods, and parental involvement enhanced girls’ engagement and achievement in mathematics. In order to foster girls’ confidence, the study recommended challenging stereotypes, and implementing policies that promote inclusivity and encourage girls to excel in mathematics.

Date

2024

Publisher

BUSE

Keywords

Academic Performance

Socio-cultural factors

Strategies

Supervisor

Dr. Y. Mudavanhu