Gender Differences in Attitude towards Mathematics among Secondary School Students in Rukungiri District, Southwestern Uganda
Abstract
Introduction: Attitude towards mathematics plays a significant role in the academic life of a student and his/her interests in the subject (Heyder et al., 2021). This study sought to investigate whether student attitude towards mathematics differs by gender. Objectives. To examine the gender differences in attitude towards mathematics among secondary school students in Rukungiri district, Southwestern Uganda. Methodology. A cross-sectional research design was adopted to collect and analyze data from a sample of 313 students of S.2 and 3 classes selected from a population of 1747 students in six secondary schools in Rukungiri District, Southwestern Uganda. A stratified sampling technique was used in the selection of respondents while a self-administered questionnaire was used in data collection. Data was analyzed by generating inferential statistics. Findings. The findings show no significant gender difference in student attitudes towards mathematics (Mean. Diff=.03127; p>0.05). Conclusion. The study concluded that attitude towards mathematics is not influenced by gender stereotypes among students. Recommendations. The study recommends teachers of mathematics, school administration, parents and curriculum planners to use instruction materials and learner-centred methods that benefit both males and females in understanding mathematics concepts. This will promote a positive attitude towards mathematics among students in secondary schools
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