An Examination of Gender Differences in Mathematics Participation and Performance in Ghanaian High Schools: Analysis of WASSCE Results.

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An Examination of Gender Differences in Mathematics Participation and Performance in Ghanaian High Schools: Analysis of WASSCE Results.

Abstract

African understanding of gender in classroom practices is most often based on what has been studied in Western Europe and North America Kitetu. The study seeks to examine the gender differences in mathematics participation and performance in Ghanaian High Schools, aiming at investigating the extent to which the inherent attitude towards mathematics undermines aptitude in the teaching and learning of mathematics. The study is mixed in nature and the descriptive research methods were used. Data from 2000 to 2008 Mathematics, English and Science, 2012 and 2013 Core and Elective Mathematics results from the West African Secondary School Certificate Examination (WASSCE) were analyzed. General performance of candidates in Mathematics in WASSCE in Ghana was low during the period under study. The boys were more than twice the number of girls in Elective Mathematics in 2012 and 2013. This notwithstanding, more girls than boys failed in 2012.

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