Gender-typing, Performance and Achievement-related Behaviour in Mathematics by Secondary School Students in Lesotho

Abstract

Gender-related equity and quality in mathematics, science and technology (MST) education is concerned with creating equal opportunity for both sexes to access quality education in these areas. But the level of equity and quality in MST education are both group as well as individual variables. In other words, even if they are made equally available to every learner, there are some individual characteristics and perceptions that tend to limit such access for individual learners. One of such individual variables is the gender-typing of mathematics. That is, through the nature of his or her gender-related perception of mathematics, each student creates a unique psycho-academic environment which influences his or her mathematics-related behaviour. A few studies with other populations have shown that gender-typing has significant influence on several achievement-related behaviour among learners.
This exploratory study was designed to determine the influence of gender-typing of mathematics by secondary school students in Lesotho on their achievement-related behaviour and performance in the subject. Survey data from, as well as Junior Certificate (JC) examination results for 716 randomly sampled Form D students in high schools in Lesotho were analysed using chi-square (x 2), and two-way ANOVA statistics. The results showed that there is a significant (p<.02) sex influence on gender-typing of mathematics, but much more than sex, gender-typing among secondary school students in Lesotho has significant influence on almost all the eight mathematics achievement-related variables under study as well as on their performance in the subject. These findings are discussed, and recommendations drawn in an attempt to contribute solutions to related problems.


(Review of Southern African Studies: 2000 4 (1): 107-132)