Mathematics Performance across Gender and Who Owns a School

Abstract

Mathematics performance has always been low in Tanzania among primary school learners. The low performance is contributed by multiple factors most of which emanate from the investment and usage of resources. Some schools especially the public ones are in most cases low resourced when compared with their counterpart private schools. The study compared results in mathematics at Primary School Leaving Examination (PSLE) between public and private schools and between boys and girls. The National Primary School Leaving Examination results of 2016 of twenty schools were analysed. Private schools were found to do better than public schools. Boys were found to do better than girls in general and in public schools. The study adds to the existing discussion about gender parity in mathematics performance. Recommendations made suggest more investment in resources and effective use of the same should be done especially in public schools. Suggestions are further made on addressing both school-based factors and how schools relate to the immediate surrounding society.