Gender Differences in Mathematics Performance Attributions Among First Year Students at National University of Lesotho: Implications for Access to and Performance in Mathematics

This quantitative study analysed gender, age and faculty differences in the learn- ing practices and other pertinent factors as perceived by the undergraduate students at the National University of Lesotho (NUL). The quota sampling method was used to select 312 students (n = 312) from the seven faculties. Adopting the constructivism theory of learning, a validated and reliable questionnaire was constructed for data collection through a survey. The questionnaire had thirty seven items on the four categories of learning practices: classroom practices, studying practices, assessment practices and academic integrity practices. Fifteen items focused on the pertinent personal factors and the institutional factors. All the items were measured on a five point Likert’s Scale. Data was analysed through statistical tools of Independent t-test and Analysis of Variance. Students perceived all the four learning practices above the mean level. Classroom practices and studying practices were perceived to be the highest and lowest learning practices, respectively. Academic integrity practice had a gender difference in students’ perception while age difference was determined in studying practices. Neither age nor gender difference was determined in students’ perception towards either the personal or the institutional factors pertinent to learning. Students perceived three learning practices differently: assessment practices, studying practices and academic integrity practices. Studying practices and assessment practices were perceived the lowest by students in Science and Technology Faculty while academic integrity practices were at the lowest in the health sciences faculty. The study recommends that these faculties improve on these learning practices in order to improve learning among the undergraduates at the university.

Explanations of why things happen the way they do are influenced by experiences, situations, and perceptions. Whereas students enrolled in one area of study might attribute success or failure on a task to one factor, those enrolled in a different area of study might attribute it to a different factor. This study investigated factors to which Basotho first year university students enrolled in different areas of study attribute success or failure in mathematics. Additionally, it examined the extent to which the students enjoyed and gender-typed mathematics. Five hundred and sixty-three (563) first year students enrolled at the National University of Lesotho (NUL) during the 2000/2001 academic year responded to a questionnaire that, among other things, identified factors to which the students attributed their success or failure in mathematics. Results showed that their explanations depended significantly on their area of study. Whereas science students attributed failing and successful performance to effort, students in other areas of study tended to attribute their performances to ability or luck. Instructional and research implications of these findings are identified and discussed.

Debate has continued throughout the last decade over the existence and possible causes of differences between males' and females' mathematical skills. Several observations recur as the focus of this controversy. First, adolescent boys have been found to score higher than girls on standardized mathematics achievement tests.' Second, males are more likely than females to engage in a variety of optional activities related to mathematics, from technical hobbies to careers in which math skills play an important role.2 Third, adolescent males typically perform better than their female

The Effects of Problem Based Learning on Mathematics Performance and Affective Attributes in Learning Statistics at Form Four Secondary Level

Civil society is not only capable of helping start the transition to democracy but also able to help deepen democracy. Based on this premise, this article examines the role of civil society in the process of democratic consolidation in Lesotho. It aims to situate civil society in the entire process and efforts of consolidating democracy. To accomplish this endeavour, this article extensively examines the available relevant literature and data by relying on discourse analysis. It establishes that civil society in Lesotho plays a significant role in consolidating democracy through diverse activities such as advocacy, aggregation of interests, lobbying, and provision of civic education. Social protests are found to be one of the most preferred approaches of influencing policy in the direction of democratic consolidation, especially when the government is unresponsive to public needs. The article also revealed that in many instances, the government of Lesotho abuses its powers by violating civil and political rights. This behaviour seems to be the main impediment to democratic consolidation since civil society is largely assuming its role in the country. The article suggests that civil society should do more to deter the state’s abuse of power while the government should refrain from perpetuating human rights violations so as to enable the country’s democracy to consolidate. Keywords: Civil society, Christian Council of Lesotho, Democratic consolidation, Transformation Resource Centre, National University of Lesotho.

to general feelings such as liking/disliking of mathematics, nor is it meant to exclude perceptions of the difficulty, usefulness, and appropriateness of mathematics as a school subject. There are several ways affective variables are related to mathematics learning. It is likely that a student who feels very positive about mathematics will achieve at a higher level than a student who has a negative attitude toward mathematics. It is also likely that a high achiever will enjoy mathematics more than a student who

In all developing countries like Ethiopia, mathematics education plays an important role for the future. For an all-round contribution, there is a need to involve both men and women in mathematical knowledge. This study focused on the gender differences in Performance in mathematics among undergraduate engineering students. The study emphasized on the influence of gender on students’ mathematics performance. This study examined gender differences in the performance of undergraduate engineering students in mathematics in Bahir Dar University. A sample of 236 students of which 158 males and 78 females were conveniently selected from first-year undergraduate engineering students in which the researchers were assigned to teach. The design for the study was a descriptive survey. In the study, students’ performance in mathematics for engineering students’ scores were collected directly from the office of the registrar, Bahir Dar University and were analyzed using the t-test using SPSS tools. Based on the findings of the study, there was no statistically significant difference in their performance.

The Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) project is financed by Word Bank Group through the Government of Rwanda and was embarked on in 2020. It aimed to provide the necessary support to upper primary and lower secondary school teachers and equip them with enough content knowledge, lab skills, pedagogy, and the use of technology in teaching. The dataset presented here comprises data collected from teachers selected in the ten districts of Rwanda. Data were collected in three ways: (a) teachers’ performance in mathematics and science subjects, (b) teachers' beliefs, and (c) classroom observation. Both quantitative and qualitative approaches were used to collect data. Data were collected before and after delivering Continuous Professional Development (CPD) training on Teacher Pedagogical Content Knowledge and the use of modernized tools and approaches. The data were gathered between July 2021 and June 2022, and teachers received the CPD training from August 2021 to April 2022. Teachers' performance data in mathematics and science subjects were collected from 657 lower secondary and 290 upper primary teachers using the teachers' performance achievement test, while beliefs data were collected from 691 secondary and 290 primary teachers using the attitude test. Furthermore, 659 lower secondary and 300 upper primary Mathematics and Science teachers were observed using the Kobo-toolbox-generated Classroom-Based Monitoring and Evaluation Tool (CMET). This data article explains how we created, collected, and analyzed data for the study. Thus, this dataset is presented in the form of raw and analyzed data. The presented data provide information teachers’ performance and beliefs in Mathematics and Science; it also enables researchers to reanalyze it based on the variables of interest. In addition, it provides a broad overview of the impact of CPD on teaching mathematics and Science in primary and secondary schools to policymakers, educators, researchers, and other stakeholders.

One construct that lies in between the cognitive and affective domains of mathematics education is belief and this concept is rarely investigated in the Nigerian mathematics education community. Thus, an investigation of early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics within the blueprint of the quantitative method of the descriptive survey research design was conducted. Three research questions were addressed and secondary data relating to performance in mathematics of 320 early-years future teachers were retrieved from their records at the Department of Arts and Social Sciences Education, University of Lagos, Nigeria. One other instrument labeled Mathematical Beliefs Scale was employed for the collection of key data connected to the mathematical beliefs. The collected data were condensed and explored with the principal components factor analysis, multiple regression analysis, and independent samples t-test. Results showed that mathematical beliefs measured using the Mathematical Beliefs Scale are a multidimensional construct with four factor structure: emotional and developmental commitment in learning of mathematics; self-assurance and philosophies concerning one's subjective mathematical aptitude; beliefs about mathematics; and mathematical problem-solving beliefs. These factors show adequate and excellent reliabilities as computed using Cronbach alpha. Also, gender was not a factor in early-years future teachers' mathematical beliefs even at the subscale level and the four factors of the mathematical belief scale predicted early-years future teachers' performance in primary mathematics. In line with these results, it is recommended that early years future teachers be taught in a constructivist manner so that they can imbibe constructivist beliefs capable of engendering better learning of mathematics.

Mathematics anxiety is a recurrent issue that has profound effect on students, particularly females. This study is aimed at exploring the effect of gender differences in mathematics anxiety on mathematics performance among students in some selected Senior High Schools (SHS) in Ghana. A cross-sectional survey was employed as the research design for the study. A total of 370 SHS students (185 males and 185 females) were sampled through Stratified sampling technique. An Abbreviated Mathematics Anxiety rating scale (AMAS) and Mathematics Achievement Test (MAT) were adapted to measure student’s anxiety levels and mathematics performance respectively. Means and standard deviations, percentages, independent sample t-test and Pearson correlation coefficient were employed in the data analysis. The results showed a notable gender-based variations (high, moderate and low) with both males and females exhibiting high prevalence of moderate levels in mathematics anxiety. Further, the study found disparities in the performance of the students in the MAT conducted with male students exhibiting a higher level of performance in comparison with the female counterparts. Finally, a moderate negative relationship between students' mathematics anxiety level and their mathematics performance was found. Thus, the higher the levels of mathematics anxiety, the lower the mathematics performance and vice versa. Therefore, efforts to reduce mathematics anxiety should be directed towards both males and females, with specific attention given to addressing the unique experiences of female. Implications for practice, policy and further research are discussed.

BackgroundMathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies.MethodsFour-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires.ResultsNo gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys.ConclusionsOur study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on ‘online’ mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.

An experiment on soya-bean cultivars was conducted in Lesotho at The National University of Lesotho, Roma, with the objectives of (i) establishing the differences among the soya-bean cultivars in terms of growth and yield parameters measured (ii) to estimate the regression coefficients for yield components (iii) determining correlation among traits that influence yield of soya-bean. Field plot experiment was laid-out in a completely randomized block design with 28 treatments and three replications. Data collected were 100 grain weight, plant height, number of pods per plant, leaflets size and leaflet shape. Data were subjected to analysis of variance, multiple linear regression and person’s correlation of coefficient. Results of analysis of variance revealed highly significant difference (P<0.001) among soya-bean cultivars for plant height, weight per plot and weight of 100 grains, while no significant differences were observed among leaf shape, number of pots per plant and leaf size. Regression analysis showed a highly significant (P<0.01) regression, implying that plant height contributed immensely on the yield of soya-beans followed by leaflets shape. Correlations among most parameters were high and few parameters were moderately correlated.

Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics. Moreover, both gender and chosen course of study (sciences vs. humanities) appeared likely to influence students’ attitudes to mathematics. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. and mental and written arithmetic. Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety, and both measures of mathematical performance. The other variables were not strongly associated with one another. There were no gender differences in mathematical performance, but females exhibited more negative attitudes to mathematics and higher test anxiety than males. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety.

The purpose of this study was to determine whether some affective characteristics could be used as correlates of secondary school students’ performance in mathematics in Cross River State. A survey data from a sample of 500 students were used in the study. A total of three hypotheses were tested using the One-way Analysis of Variance (ANOVA) and the independent t-test statistics. The findings of the study showed a significant influence of achievement-motivation, attitude and gender on students’ mathematics performance. This study results also showed that students’ who manifested high, moderate and low achievement motivation differed significantly, while those with positive attitude perform better than their counterparts with negative attitude. In terms of gender, female students showed a positive attitude towards mathematics than male counterparts. Some recommendations were made for counseling implication.

This study investigated the Effects of Language of Instruction on Junior Secondary Students’ Performance and Terminology Achievement in Mathematics. A case study of Adavi Local Government Area of Kogi State, Nigeria. A total of eighty (80) students were drawn from two (2) schools. The study was guided by two (2) research questions and two (2) hypotheses. Mathematics Achievement Test (MAT) and Mathematics Terms Achievement Test (MTAT) were used as instruments for data collection. The students were taught the concepts of Algebra, Word Problem and Fraction for two weeks. The PRE-MAT and POST-MAT were administered to the students. Mathematics Terms Achievement Test (MTAT) was administered one week after the administration of POST-MAT. The students’ scripts were scored and the resulting data were subjected to data analysis. Research questions were answered using mean and standard deviation. Hypotheses were tested using Analysis of Variance (ANOVA). Major findings of the study showed that the experimental group achieved higher and retained more mathematical concepts than their counterparts in the control group. It is therefore recommended that teaching mathematics strictly in English should be de-emphasis to enable the mathematics teachers to explain in the mother tongue whenever they are teaching. Also, curriculum developers should take into consideration the language interference between English and the language of the environment in their planning for junior secondary school students.