Exploring the Factors Contributing to Low Performance in Mathematics Among Girls in Secondary Schools: A Case Study of Nyagatare, Rwanda

John Ndamage; Mary Ogondiek

doi:10.37284/eajes.8.1.2743

John Ndamage The Open University of Tanzania
Mary Ogondiek The Open University of Tanzania

DOI: https://doi.org/10.37284/eajes.8.1.2743

Keywords: Low performance, Girls' Education, Mathematics, Secondary Schools, Nyagatare District, School-related Factors, Socioeconomic Influences, Parental Education, Kigali – Rwanda

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Abstract

The study aimed to identify the factors contributing to the low performance of girls in Mathematics at the secondary school level in Nyagatare District, focusing on public and private schools. The study addressed three specific objectives: identifying school-related factors, socio-economic influences, and outside-school factors that affect girls' performance. A descriptive survey design was employed, combining both quantitative and qualitative approaches. Simple random and purposive sampling techniques were used to select 134 respondents, with data collected through questionnaires, semi-structured focus group discussions, and interviews. Findings revealed that school-related factors significantly contributed to girls' low performance in Mathematics, with 82% of respondents strongly agreeing that low teacher commitment and poor work habits affected student outcomes. Inadequate teaching materials and textbooks were also highlighted by 80% of respondents as contributing factors. Outside school factors, particularly economic activities, were found to have a significant impact, with 79% agreeing that girls often miss classes during market days to assist their parents. Socio-economic factors, especially parental education, were also found to influence performance, with 80.6% of respondents acknowledging the critical role of parents' educational background in shaping their children's academic success. These findings suggest the need for interventions such as regular sensitization programs to raise awareness about the value of education, parental involvement in their children's academic life, and improvements in school resources to support girls' academic success in Mathematics.

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