Abstract:
This study was conducted at Bimbilla College of Education. It examined gender
differences in mathematics achievement among students. The descriptive crosssectional
design was employed for this study. Thirty (30) college students were
sampled via stratified and simple random sampling techniques for the study.
Questionnaire (Cronbach’s alpha = 0.73), and mathematics test items were used as
data collection instruments. The data collected were analysed quantitatively using
descriptive (frequency counts, percentages, mean, standard deviation) and inferential
statistics (independent samples t-test) via Statistical Product and Service Solutions
(SPSS) version 21. The study reveals a significant gender differences in mathematics
achievement among the students (p ≤ .05) as the male students outperformed their
female counterparts in mathematics test. Weak foundation in mathematics as well
negative perceptions and attitudes of learners towards mathematics primarily account
for the gender differences in mathematics achievement among the students. It is
recommended that mathematics tutors in the E. P. College of Education- Bimbilla
give female students equal opportunities in the classroom to boost their confidence in
the subject. They should also use appropriate media and teaching approaches which
are grounded in learner centred pedagogies to make mathematics learning meaningful
to the students
Description:
A THESIS IN THE DEPARTMENT OF MATHEMATICS EDUCATION,
FACULTY OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF A MASTER OF EDUCATION DEGREE IN MATHEMATICS
EDUCATION
SEPTEMBER,2018.