GENDER AND MATHEMATICS ACHIEVEMENT OF STUDENTS IN BIMBILA COLLEGE OF EDUCATION, GHANA

ABSTRACT

This study was conducted at Bimbilla College of Education. It examined gender differences in mathematics achievement among students. The descriptive crosssectional design was employed for this study. Thirty (30) college students were sampled via stratified and simple random sampling techniques for the study. Questionnaire (Cronbach’s alpha = 0.73), and mathematics test items were used as data collection instruments. The data collected were analysed quantitatively using descriptive (frequency counts, percentages, mean, standard deviation) and inferential statistics (independent samples t-test) via Statistical Product and Service Solutions (SPSS) version 21. The study reveals a significant gender differences in mathematics achievement among the students (p ≤ .05) as the male students outperformed their female counterparts in mathematics test. Weak foundation in mathematics as well negative perceptions and attitudes of learners towards mathematics primarily account for the gender differences in mathematics achievement among the students. It is recommended that mathematics tutors in the E. P. College of Education- Bimbilla give female students equal opportunities in the classroom to boost their confidence in the subject. They should also use appropriate media and teaching approaches which are grounded in learner centred pedagogies to make mathematics learning meaningful to the students.