An Investigation on learners' performance in Geometric constructions at ordinary level, based on gender

Author

Kafume, Philip.

Title

An Investigation on learners' performance in Geometric constructions at ordinary level, based on gender

Abstract

This study investigates the performance of ordinary level learners in geometric constructions, specifically focusing on gender differences. The study further examined other factors that could contribute to low performance of learners at Chimoio secondary school in Muzarabani District. A mixed-methods approach was employed, combining both quantitative and qualitative data from a sample of 20 learners, 10 boys and 10 girls from form 4 class and 5 mathematics teachers from two different schools Chadereka and Kairezi secondary schools. Stratified random sampling has been employed to select learners who participated in attempting the given geometric constructions questions in the observational schedule, the questionnaires and the face-to-face interviews. Stratified random sampling was used as a way of making sure that learners from ordinary level class were represented in the study. Purposive sampling was used to choose 5 mathematics teachers from 2 different schools in order to extract a variety of information from the teachers on their teaching experience specifically in the teaching of geometric constructions at ordinary level. The results show that male learners outperformed their female counterparts in geometric constructions, with significant differences in accuracy, completion time and the required skills in the handling of construction tools. This shows that when we talk about gender and geometric constructions, boys perform better as compared to girls. Girls are very slow when presenting their work. The work they presented was not so neat as compared to that of boys and the logic of the work was not presentable. However, qualitative analysis revealed that female learners exhibited higher levels of spatial reasoning and problem-solving skills, despite lower overall scores. The study's findings have implications for mathematics education, suggesting that gender-sensitive teaching approaches and interventions may be necessary to address disparities in geometric constructions performance. The researcher recommended that the mathematics educators should always be equipped with current information through attending workshops and staff development meetings. These workshops and staff development meetings should provide teachers with gender sensitivity training to address biases and promote inclusive teaching practices. It was also important for the parents to support learners financially so that they can purchase materials such as pairs of compasses, protractors, scale rulers and dividers. If learners make frequent use of these tools, they familiarise with them and it will be easy to use them. The research contributes to the ongoing discussion on gender and mathematics achievement, highlighting the need for a more comprehensive understanding of learners' strengths and challenges in the area of geometric constructions.

Date

June 2024

Publisher

BUSE

Keywords

Ordinary Level

Gender

Performance

Learner

Supervisor

Mr Gwizangwe