Gender differences and attitudes towards learning of mathematics among secondary school students in Keiyo district, Kenya.

Abstract

The purpose of this study was to find out the effect of gender differences and attitudes towards learning of mathematics among secondary school students. It investigated the influence of students‟ perception of parental, teachers and peer expectations on their attitudes towards learning of mathematics. Descriptive Survey design was used. Data was collected by the use of questionnaires and interview schedules. The collected data was analyzed using both descriptive and inferential statistics. The accessible population were heads of mathematics department and form three students from selected secondary schools in Keiyo district, Kenya. Sample study comprised of 300 students (150 boys and 150 girls) and all heads of mathematics department from the sample schools in Keiyo district, Kenya. Stratified random sampling was used to categorize schools into either boys/girls or mixed schools. Simple random sampling was used to select 15 from 32 secondary schools and 20 students from each selected class. Convenient sampling technique was used to select mathematics‟ teachers who were interviewed. The findings of this study revealed that significant gender differences and attitudes towards learning of mathematics exist among secondary school students in Keiyo district. The findings showed that both boys and girls have positive attitudes towards learning of mathematics though boys were more positively inclined than girls. Students‟ perceptions of parental, teachers‟ and peer expectations were found to significantly influence gender differences and attitudes towards learning of mathematics. From the findings, the study recommended appropriate approaches that teacher - trainers and learners would use when designing mathematical activities that are in the form of fun, relaxed learning and collaborative hands on work and problem solving. Such learning activities would make learning of mathematics a success..