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Tytuł pozycji:

Gender and Performance Disparity in Mathematics: A Study of South Western Uganda

Tytuł:
Gender and Performance Disparity in Mathematics: A Study of South Western Uganda
Autorzy:
Musimenta, Amos
Adyanga, Francis Akena
Sekiwu, Denis
Temat:
Foreign Countries
Gender Differences
Mathematics Instruction
Mathematics Achievement
Gender Bias
Sex Stereotypes
Social Bias
Secondary School Teachers
Secondary School Students
Teacher Attitudes
Student Attitudes
Equal Education
Poverty
Język:
English
Źródło:
African Educational Research Journal. Oct 2020 8(4):664-673.
Dostępność:
Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: ; Web site: http://www.netjournals.org/aer_index.html
Recenzowane naukowo:
Y
Page Count:
10
Data publikacji:
2020
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Secondary Education
ISSN:
2354-2160
Abstractor:
As Provided
Data wpisu:
2020
Numer akcesji:
EJ1274396
Czasopismo naukowe
Gender has long been considered a factor contributing to differences in performance for male and female students in diverse educational disciplines and levels. Although male and female students are taught in the same classrooms in most Ugandan schools, there have been noticeable differences in Mathematics performance in national examinations across the country. Thus, the aim of this study was to compare male and female students' performance in Mathematics and to establish factors accounting for the differences. Using the Mixed method design, a sample size of 222 participants was recruited. The major findings revealed that variation in Mathematics performance cannot be attributable to gender. The study deconstructs the common gender-biased assumption that girls are naturally a 'weaker sex' and hence likely to embrace subjects that are considered 'soft' such as language, literacy, communication skills, social sciences among others. Such assumptions commonly fronted inadvertently without considering possible negative consequences, are based on societal construction of social differences with no substantive evidence as demonstrated in this study.

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