Effect of Gender on Senior High School Students' Performance and Perception of Core Mathematics in the Cape Coast Metropolis of Ghana

Abstract

This study investigated the gender differences in senior high school student's performance and perception of core mathematics in the Cape Coast Metropolis of Ghana. A mixed approach was used specifically the sequential explanation mixed method. A purposive, convenient, simple and stratified sampling method was employed in the study to select 393 senior high school students, consisting of 212 males and 181 females. Data was collected through the use of Mathematics Perception Questionnaires (MPQ), a mathematics test, and an interview protocol. Quantitative data (questionnaires and mathematics tests) was analysed using descriptive and inferential statistics, while qualitative data (interviews) was analysed on a thematic basis. The results of the study revealed that there was a significant gender difference in students’ performance in mathematics in favour of females. Female students reported feeling more supported in mathematics by both parents and teachers than male students. Additionally, the results revealed that there was no significant difference between males and females in their perceptions of mathematics. Both males and females had a positive perception of mathematics because they saw the subject to be an integral part of daily life, also a way to succeed in many other areas The study recommends that stakeholders in the education sector should provide equal opportunities for both male and female students to learn and excel in core mathematics and also mathematics teachers in SHS should employ positive behaviours during teaching and learning to help students of both genders perform better.