Critical Analysis On The Role Of Gender And Academic Performance In Mathematics In Primary And Secondary Schools In Kenya

Abstract

In Kenya, the capabilities of boys and girls in mathematics have persistently remained below even though mathematics is a primary contributor to the overall performance of the learner. When the performance of one gender in mathematics continues to be below that of the other gender it would eventually mean gender imbalance workforce qualification. This study focused mainly on establishing the role of gender on the academic performance in mathematic subject at primary and secondary schools in Kenya. The study’s questions are; is there any significant difference in academic performance by gender on mathematics; if so what other factors affect the difference? This study has become necessary due to the need of education mostly on science and mathematics being viewed as an economic force conjointly with other forces perceived to contribute to the social and economic growth and development of a Nation. The country having a diverse population; comprising people of varying levels of social status, and its economic activities qualifies the country as an appropriate area of this study. The study used meta-analysis research design in coming up with study conclusions. Meta-analysis involves review of available literature over given period in arriving at conclusions. The study collected secondary data from previous studies done in the area of student performance in mathematics, both in primary and secondary schools. The data was qualitative in nature and in terms of assertions of authors and the conclusions arrived at by previous studies. The source of the data were published academic journals for the period 2015-2019. The study found that there were gender differences in the performance of mathematics in both primary and secondary school level. In most of the reviewed studies, it was established that boys performed better than girls in mathematics subject. The gender differences in the performance of mathematics was attributed to several factors. The study concluded that the student attitudes towards Mathematics affect the performance of the students in the subject; cultural factors affect the level of educational performance of students in both primary and secondary school level; family factors are a major contributor to gender differences in the academic achievement for students in Mathematics, both at primary and secondary level and that peer pressure among the students in primary and secondary level of education affect the academic achievement of the students in Mathematics. The study recommended that teachers to offer mentorship and motivational talks to girls in order to develop positive attitudes towards Mathematics Subject. The study further recommended schools to provide more Mathematics learning materials to girls and more contact hours for academic consultations with teachers in Mathematics in order to bridge the gap between girl and boy performance in the subject. The study also recommended schools to provide counselling services to students against negative peer pressure of students which could lead to poor performance of the students in academics.