The Impact of Perception on Performance in Mathematics of Female Students in Secondary Schools in Teso District, Kenya.

Abstract

This study seeks to determine the impact of perception of female students on the performance of the Mathematics within secondary schools in Teso District. The main objectives were: to establish the effect of perception of female students on performance in mathematics in secondary schools and to establish the effect of type of school on the perception of female students on the performance in mathematics. This study was guided by constructivism analytical framework (1992) of gender performance. The study sample involved a selection of 240 females selected by stratified random sampling method from secondary schools within Teso District to complete an inventory of Mathematics perception .The main instruments of data collection were the questionnaire. Data collection was done from May to June 2009 during the regular school sessions. Analysis of the data was done using descriptive statistics. Analysis of data from the questionnaire responses revealed a significant (P < 0.05) effect perception towards performance in Mathematics among the students. Female students had negative perception towards Mathematics. Most of the female students with negative perception performed poorly in Mathematics. Female students’ in boarding schools were established to have more positive perceptions towards Mathematics and therefore performed better in the subject than students from co-educational schools. This indicates that performance of Mathematics can be improved through enhancing positive perception towards Mathematics. Further, the Ministry of Education should devise methods of improving the perception of female students towards Mathematics, to unlock their ability in performance.