Performance in Mathematics and Science Subjects: A Gender Perspective for Selected Primary Schools in Rural and Urban Tanzania

Kabote, Samwel J.; Niboye, Elliott P.; Nombo, Carolyne I.

doi:10.15640/ijgws.v2n3a6

Cited by 4 publications

(4 citation statements)

References 4 publications

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“…The population of this study comprised the standard seven students in the Government primary schools in Botswana. In order to identify the differences between the performance of male and female students in schools (Kabote et al, 2014;Rahmawati & Ummah, 2020;Mutua & Oyoo, 2020), two schools located in the rural areas and two schools located in the urban areas were purposively selected. Thereafter, a simple random sampling method was used to select an equal number of male and female students (n=25) from each of the four sampled schools.…”

Section: Population and Samplingmentioning

confidence: 99%

Poor Academic Performance of Students in Agriculture at Primary Schools in Botswana: Analysis of Causes and Ways to ImproveSom Pal Baliyan

Baliyan¹,

Malebalwa²,

Keregero³

et al. 2021

IJLTER

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This quantitative study analysed the factors that cause poor performance and identified the possible ways to improve the performance of students in agriculture at primary schools in Botswana. Data was collected using a valid and reliable questionnaire through a survey of a randomly sampled 200 students in primary schools in Botswana. A One sample t-test determined the twenty-five causes of the poor performance of students in agriculture; the six most important causes were found to be the shortage of appropriate tools and equipment, lack of libraries and laboratories, lack of out of schools activities, poor teaching methods, lack of practical work and, students’ negative attitude towards learning. Female students and students studying in schools located in urban areas perceived these causes as being more important compare to their counterparts in the rural areas. An Independent t-test determined eleven causes which showed a significant difference in performance between the male and female students as well as the students in schools located in the rural and urban areas, respectively. The six most important ways to improve the students’ performance were identified as the inclusion of more practical work in the syllabus, ensuring help out of the classroom, increasing practical work, providing accessible internet, providing updated textbooks and activating agricultural clubs in the schools. It is recommended that the policy makers and administrators to focus on the factors causing poor performance and the ways to improve performance while revising the existing agriculture curriculum.

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Section: Population and Samplingmentioning

confidence: 99%

Poor Academic Performance of Students in Agriculture at Primary Schools in Botswana: Analysis of Causes and Ways to ImproveSom Pal Baliyan

Baliyan¹,

Malebalwa²,

Keregero³

et al. 2021

IJLTER

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“…In 2003, males outperformed females in science, which was also the case in TIMSS 1999and 1995(Gonzales et al, 2004. Kabote, Niboye, and Nombo (2014),found that girls' performance was higher than boys in some periods in mathematics and science. Zarrett, and Eccles cited in Larson, Stephen, Bonitz and Wu (2014), based on a large sample in the United States, provided evidence that girls had higher science grades than boys in grades 1 through 12.…”

Section: Subjectmentioning

confidence: 99%

Core Mathematics as a Predictor of Integrated Science Achievement of Students in the WASSCE Examination

Dorsah¹,

Akrosumah²,

Boye³

2018

ijird

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Introduction Science and Mathematics education is an important tool for the development of any nation scientifically and technologically. The strength of any economy is based on skills that students obtain in math and science courses (Davis, Williams & Drake, 2017). According to Opara, Chilee and Uchechi (2017),integrated science is a subject that covers all aspects of science as a unit. It is concerned with the teaching and learning of the fundamental units of science methods, processes, thoughts strategies and theories as a unitary body. Integrated science is a multidisciplinary course which provides a meaningful understanding of science without differentiating it into various scientific fields (Opara, Chilee & Uchechi, 2017). Integrated science is an interdisciplinary science integrating concepts in all science disciplines such as chemistry, physics and biology. The justification for such an approach includes the fact that knowledge growth requires individuals to understand broader concepts that link science disciplines and the understanding that fragmentation of the curriculum reduces relevance and meaning to students (Bybee et al, 2008). Despite that fact that integrated science is an activity-based subject that needs little of basic computation, but mostly of practical, it seems that the basic knowledge of Biology, Chemistry, Physics and Mathematics are the major criteria for full understanding of the subject. It is the measure of this parameter that determines the level of achievement of students in the subject (Ayodele, Adedayo & Ayeni ,2014). 1.1. Problem Statement According to the ministry of Education as contained in the integrated science syllabus, Development in the current world is knowledge based on science and technology. For the country to develop faster, it is important for students to be trained in the processes of seeking answers to problems through scientific investigations and experimentation. Every citizen of the country needs training in science to be able to develop a scientific mind and a scientific culture. This is the only way by which people of the country could deal objectively with phenomena and other practical issues; prevent reliance on superstition for explaining the nature of things and help us to construct and build the present and the future on pragmatic scientific basis.(MoE, 2010). The integrated science syllabus is a conscious effort to raise the level of scientific literacy of all students and equip them with the relevant basic scientific knowledge needed for their own living and secondly, needed for making valuable contributions to production in the country. According to Anamuah-Mensah, Asabere-Ameyaw, & Mereku, (2004), Ghana's average scores in Trends in International Mathematics and Science Study (TIMSS) in life science, chemistry and physics were the lowest of all the

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“…This could result from parental pressure leading to gifted female perfectionism struggling based on Ryckman and Peckham (1987) with STEM gifted females' scant ability and confident perceptions they hold when nominated for gifted programs. Similarly, gender disparities in STEM exist in Tanzania (Kabote et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Mathematics and science teachers’ cultural beliefs about giftedness and gifted students’ education in Ghana

Allotey,

Watters,

King

et al. 2024

Gifted Education International

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This study delves into the cultural perspectives surrounding gifted education practices in Ghana, focusing on 10 junior high school classroom mathematics and science teachers. Data were gathered through semi-structured interviews and analysis of lesson plans. The results brought to light a notable gender disparity of female participation in Science, Technology, Engineering, and Mathematics (STEM)-intensive courses compared to males. Teachers’ beliefs concerning giftedness tended to be tacitly naive, rooted in traditional notions and influenced gifted students’ development. Spiritual and supernatural giftedness emerged, perceiving the gifted to possess mystical powers. Implications underscore the implementation of gifted education within teacher educational institutions. This, in turn, addresses the tacit opinions and knowledge gaps among educators regarding gifted education in Ghana. The study advocates for a holistic approach to nurturing giftedness that extends beyond conventional academic realms, ensuring a more inclusive and equitable educational landscape.

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Performance in Mathematics and Science Subjects: A Gender Perspective for Selected Primary Schools in Rural and Urban Tanzania

Cited by 4 publications

References 4 publications

Poor Academic Performance of Students in Agriculture at Primary Schools in Botswana: Analysis of Causes and Ways to ImproveSom Pal Baliyan

Poor Academic Performance of Students in Agriculture at Primary Schools in Botswana: Analysis of Causes and Ways to ImproveSom Pal Baliyan

Core Mathematics as a Predictor of Integrated Science Achievement of Students in the WASSCE Examination

Mathematics and science teachers’ cultural beliefs about giftedness and gifted students’ education in Ghana

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