Improving Girls’ Participation in Mathematics at Dormaa Akwamu R/C Primary Three (3) Using Motivational and Gender – Sensitive Approaches
DOI:
https://doi.org/10.54536/jtel.v2i2.2970Keywords:
Gender-Sensitive Approach, Motivational Approach, Mathematics, Pupils, Performance, ParticipationAbstract
This study used motivational and gender-sensitive approaches to improve the participation of girls in mathematics at Dormaa Akwamu R/C Primary School, with a specific focus on three basic (3) pupils. The research utilized an action research approach and qualitative research design, and employed convenient and purposive sampling methods to gather data. The data was collected using observation, test, and interview methods, and was analyzed using descriptive statistics such as frequencies and percentages. The accessible population for the study was 27 pupils in Basic three (3). The study revealed that female students in Basic three (3) at Dormaa Akwamu R/C Primary School had a negative attitude towards mathematics, resulting in a lack of interest in the subject and poor participation, which affected their academic performance. Also, the study found that the low perception of the class teacher towards girls and the socioeconomic status of the girls’ families significantly impact girls’ performance in mathematics. However, using motivational and gender-sensitive approaches in mathematics instruction helped enhance female students’ performance. Based on the results, the researchers suggest that teachers should use motivational and gender-sensitive approaches to improve the academic performance of their pupils. This study will serve as a guide for how girls can effectively learn mathematics and related subjects in Ghanaian classrooms.
References
Allard, A. (2004). Speaking of Gender: teachers’ metaphorical constructs of male and female students. Gender and Education, 16(3), 347 – 363.
Amedahe, F. K. (2002). Fundamentals of educational research methods. Mimeograph, UCC, Cape Coast.
Asante, K. O. (2010). Sex differences in mathematics performance among senior high students in Ghana. Gender and Behaviour, 8(2), 3279 – 3289.
Asimeng-Boahene, L. (2007). Gender inequity in science and mathematics education in Africa: The causes, consequences and solutions. Education, 126(4), 711-728.
Aunola, K. E., Leskinen, E., Lerkkanen, M.K., & Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 84, 261–271.
Baah-Korang, K., Gyan, E., McCarthy, P., & McCarthy, P. (2015). Gender Differences in Participation in Elective Mathematics of Senior Secondary School Students in Ghana. Journal of Education and Practice, 6(8), 85-92.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Denteh, M., Mensah, P. A. A., & Issaka, I. (2017). Examining the students’ and teachers’ perceptions about factors contributing to the decline in performance in mathematics in (SHS) in Manyakrobo District (Upper). International Journal of Advanced Education and Research, 2(1),30 – 36.
Eccles, J. S. (2011). Gendered education and occupational choices: Applying Eccles et al. model of achievement-related choices. International Journal of Behavioural Development, 35, 195–201.
Eccles, J. S. (2007). Where are all the women? Gender differences in participation in physical science and engineering. In S. J. Ceci & W. M. Williams (Eds.), why aren’t more women in science? Top researchers debate the evidence. Washington, DC: American Psychological Association, 192-210.
Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225–241.
Gallagher, A. M., & Kaufman, J. C. (2005). Gender differences in mathematics: An integrative psychological approach. New York: Cambridge University Press.
Hanna, G. (1980). Sex Differences in Mathematics Achievement of Eighth Grades in Ontario. Journal for Research in Mathematics Education, 17(3), 231 – 237.
Hodgen, J., Marks, R. & Pepper, D. (2013). Towards universal participation in post-16 mathematics: lessons from high-performing countries. London: Nuffield Foundation.
Hyde. J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139 – 155.
Ifegbesan, A. (2010). Gender-stereotypes belief and practices in the classroom: The Nigerian post-primary school teachers. Global Journal of Human Social Science, 10(4), 29-38.
Jones, S. M., & Dindia, K. (2004). A meta-analytic perspective on sex equity in the classroom. Review of Educational Research, 74, 443 – 471.
Khan, L. A. (2015). What is mathematics-An overview. International Journal of Mathematics and Computational Science, 1(3), 98-101
Kuzmina, Y. (2016). Can teacher practices reduce the gender gap in mathematics interest for students with different achievements? National Research University Higher School of Economics, Institute of Education, International Laboratory for educational Policy Analysis. https://doi.org/10.13140/RG.2.2.15251.07203
Majoribanks, K. (1996). Family socialisation and children’s school outcomes: An investigation of a parenting model. Education Studies, 22(1), 3 – 11.
Riegle-Crumb, C., Farkas, G., & Muller, C. (2006). The role of gender and friendship in advanced course taking. Sociology of Education, 79, 206 – 228
Shumow, L., & Schmidt, J. A. (2013). Academic Grades and Motivation in High School Science Classrooms Among Male and Female Students: Associations with Teachers’ Characteristics, Beliefs and Practices. Journal of Education Research, 7(1), 53-72.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Patrick Akwasi Anamuah Mensah, Emmanuella Kyeremaah, Bismark Ansu, Ishmael Besing Karadaar, Joseph Gurah Junior
This work is licensed under a Creative Commons Attribution 4.0 International License.
