Gender Differentials in Mathematics Achievemnent of Primary School Pupils In Busaana Sub County, Kayunga District Uganda

ABSTRACT

Over the past two decades, women limited participation in science, technology and mathematics (SMT) courses in tertiary institutions have been a cause for concern in

Uganda. Women today, constitute over half of the world’s population. This report therefore, discusses the present situation of female participation in SMT in Busaana

Sub County, some of the factors that tend to hinder females’ participation in SMT, vis-avis the effects of this limited participation on national development. Data for the study were obtained from a survey conducted in January- June, 2012 in the local government division area of Kayunga district. Very rich literatures were got from text books (both edited and not), Journals, Booklets, the website and great speeches relating to the topic

problem. Questionnaires, guided interviews and focus group discussions were among the methods used in soliciting for the data from the respondents. A total of 100 students, 40 parents and 50 teachers were successfully interviewed. This paper confirms the earlier assertion that female are underrepresented in SMT. It also reveals that: more than 70% of the parents, 66% of teachers and 76% of students accepted that there was gender disparity

in SMT; Socialization processes inculcated gender biases through the different roles and responsibilities assigned to girls and boys. A package of communication strategies are therefore recommended to encourage teachers and researchers to recognize prejudicial practices which may still disadvantage girls particularly within classrooms, even where policy and statistics suggest that equality has been achieved. Among the recommendations made were that, career guidance teachers should play a major role in showing girls how to choose subjects combination in high school which suits their aptitudes and, family members should encourage girls to take up scientific programs.

TABLE OF CONTENTS

Page

TitlePage-i

Declaration ii

Dedication iii

Acknowledgements v

Table of Contents vi

List of Tables ix

List of Acronyms x

Abstract xi

CHAPTER ONE: INTRODUCTION

1.1 Backgrounds to the Study 1

1.2 Statement of the Problem 2

1.3 Purpose of the Study 3

1.4.0 Research Objectives 3

1.4.1 Research Questions 3

1.5 Scope of the Study 3

1.5 Significance of the Study 4

CHAPTER TWO: LITERATURE REVIEW

2.1 Parents Explanations of their Child’s Performance in Mathematics 5

2.2 The Reasons for Gender Differential in Mathematics Performance 6

2.2.1 Safety and security of Girls 6

2.2.2 Home and Community Based Factors 7

2.2.3 Distance to and from School 10

2.2.4 Poor Facilities and Physical Inputs 12

2.2.5 Time use by Girls in Mathematics 13

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Research Design -14

3.2 Sampling Procedure 14

3.3 Sample Population 15

3.4 Research Instruments 15

3.6 Research Procedure 15

3.7 Data Analysis 16

3.8 Ethical Considerations 17

3.9 Limitations to the Study 17

CHAPTER FOUR: PRESENSTATION AND ANALYSIS OF

RESEARCH FINDINGS

4.1 Is there Gender Differential in Performance in SMT Subjects? 18

4.2 There causes of gender differentials in SMT 19

4.3 Research Findings on Parents Explanations of the their Child’s Performance in

Mathematics. 20

4.3.1 Parents Assessment of their Child Performance in Mathematics 22

4.4 Research Findings on the Relationship between Mathematics, Science and

Technology 23

CHAPTER FIVE: DISCUSSION, CONCLUSION AND

RECOMMENDATION

5.1 Discussion 26

5.2 Conclusion 31

5.3 Recommendations 31

REFERENCES 33

APPENDICES

APPENDIX A (I): Questionnaire for Parents 35

APPENDIX A (II): Questionnaire for Students 37

APPENDIX A (II): Questionnaire for Teachers 42