EFFECT OF GENDER ON STUDENTS ACHIEVEMENT IN TEACHING AND LEARNING OF MATHEMATICS IN JUNIOR SECONDARY SCHOOLS IN UZOUWANI L.G.A. OF ENUGU STATE
CHAPTER ONE
INTRODUCTION
Background of the Study:
The importance of mathematics in all spheres of life is recognized worldwide, hence the enormity at improving the achievement of teaching and learning as well as research and development in mathematics (Ojo and Agwagah, 2010). The deteriorating quality of students achievement on teaching and learning of mathematics at the secondary schools in Nigeria has been the subject of considerable concern over the past decades. Evidence bounds regarding the poor quality of students achievement on teaching and learning mathematics. Gagne in Adetula (2009: 129) described teaching as any activity on the part of one person intended to facilitate learning on the part of another. Learning is a relatively permanent change in behaviour due to experience (Morgan, 2007). Suana and Diaro (2008) further stated that teaching and learning are different functions. The process is carried out by one person while the learning are to work effectively, therer must be some connection or bridge between the teacher and learner. So to have quality teaching and learning of mathematics, teachers must be effective. Effective is to achieve the expected desired result when applied in practice while effectiveness is defined as achievement of the objectives sought to produce desired effect (Koont et al in Arukwe, 2006:132).
It has been reiterated that effect is what teachers think, what teachers behave and what teachers do at the classroom that ultimately shape the kind of learning that people get. It is what makes teachers effective.
Gender can be regarded as a factor influencing students achievement on teaching and learning of mathematics. Gender refers to psychological and social phenomenon associated with being feminine or masculine. The word gender was first used by Ann Oakley and associate in the 1970s to describe the characteristics of a man and woman which are socially determined in contrast to those which are biologically determined (UNESCO, 1998). Hence, gender is an important factor in the students achievement on effective teaching and learning of mathematics in particular. The teaching-learning process of mathematics varies with the sex. Sex difference in school achievement has also been given some biological interpretation. Some authors believe that males perform better than females in mathematics due to self-esteem of the students and their academic achievement.
For a very long time, there seems to have a wide effect between the male and female achievement on teaching and learning of mathematics in secondary schools especially in Uzo-Uwani local government area of Enugu state.
More so, in Enugu state like in all other states of Nigeria, there is a great gap in achievement of students and achievement of teachers in mathematics which is attributed to the difference Ezeh, (2007). For instance, there has been the notion that male students achieve more than female students in mathematics while male teachers teach better than female teachers. And this leads to the notion that there is effect of gender on students achievement in the teaching and learning of mathematics. Iwuji (2002) was of the view that the effect of gender in some of these promotional subjects like mathematics was as a result of sex role expectations. From the research conducted on common errors committed by junior secondary school ( JSS 3) students in solving problems involving inequality in Mathematics, the result indicated that the male students committed fewer errors than their female counterparts.
In the late 1990s, scientists argued that women were less intelligent than men, as proof they pointed to differences in the size of brain in men and women (Fansto Sterling, 2002). Consequently, men are more likely to use speech to exhibit their knowledge skills or ability. In public settings, men feel challenged to demonstrate intelligence and expertise. The issue of gender effects on students achievement in Mathematics has formed an important focus on research for some years now. This was clearly detected by Alio and Habor-Peters (2000). During their experimentation with polyas problem solving techniques, they discovered that notwithstanding, the achievement of male and female students are in favour of males. Also, a study conducted by Ezeugo and Agwagah (2000) revealed that male gender performed significantly better than their female counterparts in algebra both in the pretest and posttest of algebra achievement test using concept mapping method irrespective of the fact that the method induced higher achievement of the experimental group. The effect of gender on the achievement of male and female students in Mathematics has been attributed to environmental and psychological factors which included method and media of instructions. This observation was also confirmed by a research study conducted by Iwuji (1992). The study was aimed at discovering some cultural and environmental factors which will influence the students achievement on teaching and learning of Mathematics. Aiken (2009) noted that effects of gender on Mathematics abilities are present even at the kindergarten level.
All the societies including media, parents and teachers participate in this indoctrinated belief and notion that males dominate their female counterparts in teaching and learning of Mathematics.
Analysis of statistics on access to education and training showed up extensive and wide gender disparity in the vital areas of Science and Technology. Findings from current research in curriculum indicated that school curriculum and learning activities were carried with its large dose of gender bias (Harding, 2005). The Science and Mathematics curricular were most frequently cited. Gender effect exists in career choice. We observe that boys tend to choose career that can take them to top magistrate or prestigious position such as law, engineering, medicine to mention but a few, whereas the girls go for careers in caring and service section. Examples are nursing, teaching, typing etc. In the family, females are generally expected to assume more nurturing, conservative and home based roles, while males are assigned the roles of bread-winner, disciplinarian and protection of household. One often hears commands such as she does not behave like a woman or he is too feminine. Such commands suggest that there are sets of behavior which societies associate with either males or females. This is known in psychology as sex-typing of behavior. This could also influence the students achievement in teaching and learning of Mathematics in secondary schools specifically in Uzouwani Local Government Area of Enugu State. The probable explanation for this sort of sex difference in cognitive development may be that the traditional sex role expectations for females have not given them the opportunity to exercise their mental capacities in certain teaching and learning. Since women are expected traditionally to stay at home and look after babies and to eschew ambitions and adventurous tendencies as house wives. This could result in women roles as their mental development to those expected roles. Moreover, this may affect the attitude of teachers and students in secondary schools in teaching and learning of Mathematics.
Statement of problem
The importance of Science specifically Mathematics in overall well being of populace cannot be over emphasized. Science and Mathematics hold the key to the development of every nation. In view of the importance of Mathematics, students are expected to achieve better in Mathematics. However, the students achievement in teaching and learning of Mathematics in Uzouwani Local Government Area of Enugu State have being at a low ebb. This state of art has been attributed to many factors including gender of the teachers of Mathematics in the junior secondary school. Hence, the statement of problem of this study posed in form of question is does the teachers gender affects the students achievement in teaching and learning of Mathematics in junior secondary schools in Uzouwani Local Government Area?
Purpose of the Study
The main purpose of the study is to identify the effect of gender on students achievement in teaching and learning of Mathematics in junior secondary schools. Specifically, the study sought to identify:
The proportion of male and female Mathematics teachers teaching Junior Secondary School (JSS 3) students.
The proportion of male and female JSS 3 students studying Mathematics in the Junior Secondary School.
The difference in the mean achievement score of JSS 3 students taught by male and female Mathematics teachers.
The difference in the mean attitude rating of students taught by male and female Mathematics teachers towards learning of Mathematics.
The difference in the mean attitude rating of male and female Mathematics teachers towards teaching of Mathematics.
Significance of the Study
In view of the significant position of secondary school education, teachers and students are focused on. The findings of the study would be of help to teachers, school administrators, policy makers etc.
The findings would help the Mathematics teachers to identify the means of weaknesses and strengths of students in Mathematics and even theirs.
The findings of the study would also be of help to school administrators mostly in assigning instructional roles to teachers of Mathematics vis-à-vis their sex.
The policy makers would benefit from the findings of the study and use it in helping the government in recruiting Mathematics teachers and in development of Mathematics curriculum being mindful of gender effect if any. Then findings of the study would also help the policy makers in identifying an efficient style of designing workshops for the Mathematics teachers; and training of the teachers in developing the right attitude towards teaching of the all important subject.
Finally, the findings would also add to the body of knowledge in Education generally and specifically in Mathematics education.
Scope of the Study
The study is designed to investigate the effects of gender on students achievement in teaching and learning of Mathematics in junior secondary schools. The study covered all the twelve public secondary schools which have attained the level of enrolling into the Basic Education Certificate Examination (BECE).
Research Questions
The following research questions guided the study.
What is the proportion of male and female Mathematics teachers teaching Junior Secondary School (JSS 3) students?
What is the proportion of male and female JSS 3 students studying Mathematics in the Junior Secondary School?
What is the mean achievement score of JSS 3 students taught by male and female Mathematics teachers?
What is the mean attitude rating of students taught by male and female Mathematics teachers towards learning of Mathematics?
What is the mean attitude rating of male and female Mathematics teachers towards teaching of Mathematics?
Research Hypotheses
The following hypotheses are postulated to guide the study.
HO1. There is no statistically significant difference in the mean achievement scores of JS 3 students taught by male and female Mathematics teacher.
HO2. There is no statistically significant difference in the mean attitude rating of students taught by male and female Mathematics teachers towards learning of Mathematics.
HO3. There is no statistically significant difference in the mean attitude rating of male and female Mathematics teachers towards teaching of Mathematics.
CHAPTER TWO
LITERATURE REVIEW
The literature review was presented under the following sub-headings; the theoretical/conceptual frame work, theoretical studies, review of related studies and summary of literature review.
Conceptual framework
Concept of Mathematics
Concept of Mathematics Education
Concept of gender
Concept of Academic Achievement
Concept of teaching
Concept of learning
Theoretical framework
Nancy Chodorows psychoanalytic feminist theory (1978)
Atkinson Achievement Theory (1957)
Theoretical Studies
Importance of Mathematics
Academic achievement of students
Factors affecting students achievement
Review of related empirical studies
Summary
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