Gender Differences in Mathematics Achievement among Learners in Chipinge Secondary Schools, Zimbabwe

Authors: Herbert Z* , Joyline C and Elliot N

DOI: 10.23880/pprij-16000244

Volume 5, Issue 3

Abstract

This study sought to determine achievement differences in Mathematics performance by gender in Chipinge rural secondary schools. Data was collected through Mathematics Achievement tests in form 1 pupils at 10 secondary schools. A sample size of 180 learners from Chipinge rural schools participated in the study. The tests were administered to 93 male learners’ and 87 female learners. Participants were selected using stratified random sampling technique. Results from this study show that there is no significant difference between male and female performance in their Grade 7 results in Mathematics achievement. A significant difference was noted in the mathematics performance of girls and boys as they progressed to secondary school in form 1, with girls performing better than boys. Results also show that there is a moderate positive correlation (r=0.303) between male learners’ performance in Mathematics achievement and their Grade 7 results). In females, results indicated a negative correlation between female learners’ Mathematics performance and their grade 7 results (r= -0.02). The presence of the correlation implied that there existed a relationship between the students’ Mathematics performance as well as their Grade 7 results. More research has to be done on the results of correlation in both male and female learners in their performance and their Grade 7 results. There is need for qualitative research to assist with the reasons for the negative correlation.

Keywords: Gender differences; Mathematics achievement; Learner

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