A comparison of female students attitude towards mathematics achievement in single sex and mixed sex senior high schools

Abstract

The purpose of this study was to compare female students’ attitude towards mathematics achievement. The study employed a non-experimental comparative design using stratified sampling, simple random sampling, and purposive sampling. Questionnaire consisting of attitudinal and achievement tests were answered by 358 female students. Descriptive statistics: frequency, percentages, charts, mean and standard deviation and inferential statistics: independent samples t-test at a significant level of 0.05 were used to analyze the study. Perception, experience, expectation, interest, self-concept and motivation were investigated as constructs that affect the SHS female students’ attitude and the result shows that (i) female students in single sex schools have positive attitude towards mathematics compared to female students in mixed-sex schools, (ii) the mean scores of attitude and achievement of female students in single-sex schools are higher than that of female students in mixed-sex schools. Results from the t-test show that (iii) there is statistically significant difference between attitude towards mathematics and (iv) mathematics achievement of females in single-sex and mixed-sex SHSs. Even though single-sex environment favours female students’ mathematics learning, female students should be explored and sent to the school where they will excel in mathematics and single-sex classes should be practiced in Ghana. Ghana Education Service can adopt single-sex classes in the mixed-sex schools. Teachers should have regular in-service training to be familiar with appropriate teaching strategies that suit each school type.