Strategies of improving the performance of girls in mathematics at secondary school : a case of Lusaka district schools.
Item
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Title
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Strategies of improving the performance of girls in mathematics at secondary school : a case of Lusaka district schools.
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Creator
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Mulenga Nicholas, Daka Harrison and Mulenga – Hagane Lydia Mukuka
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Date
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2024-02-05T14:08:41Z
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Date Available
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2024-02-05T14:08:41Z
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Date Issued
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2024-01
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Abstract
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In Zambia it has generally been accepted that good performance in mathematics has become a
prerequisite for one entry into tertiary education regardless of one’s sex. In a bid to find
themselves places in colleges and universities, many more girls are victim of rejection because
of poor grades in mathematics compared to boys. The study looked on strategies of improving
the performance of girls in Mathematics at secondary school. The study adopted a descriptive
design Approach, which will employ research methods, questionnaires and interviews. The
target population comprised learners, mathematics teachers, Heads of Department and School
managers at secondary level. Probability sampling techniques were used to select pupils and
teachers from Secondary Schools. The total study sample was 50. Two instruments were used
for data collection in the study: the questionnaire and interviews. Qualitative data were
collected and analyzed on an on-going process as themes and sub-themes that emerged through
thematic analysis. The findings showed that quality of instruction, teacher motivation, teacher
qualification, learners’ attitude, low parental involvement had bearing on girls’ poor academic
performance in mathematics. Based on the findings of the study, it was concluded that, the
barriers to improving learning outcomes in Zambia are many and cut across both the demand
and supply side, and interact across the school, district, provincial and national levels. The
study recommended that parents should get involved in pupil’s education in order to help
monitor children’s performance through homework as well as monitoring the time spent on
social media and other vices. With regard to parental support to girls ‘mathematics education,
the study established that many parents believe that girls were poor performers in mathematics
hence they do not help them. In order to improve teaching and learning practices secondary
school, the study recommends that the school management sensitize mathematics teachers not
to be gender biased in their lessons by involving both boys and girls equally in mathematics
lessons. Secondary School mathematics teachers need to present to girls’ scientific theories
that suggest that mathematics performance is the result of experience and not genetics as well
as guidance teachers ‘need to work in collaboration with teachers of mathematics and the
school head teacher in secondary schools must provide girls with many efficacy-building
experiences in mathematics.
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Identifier
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2320-9186
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Language
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en
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Relation
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Vol.12; 1
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Type
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Article