Abstract
Learned helplessness in mathematics has been identified as a problem that significantly influences students‟ performance. This study examines the hypotheses that gender and learned helplessness determines significantly the level performance of Lesotho secondary school students in mathematics. Three hundred and ten students from 12 senior secondary schools completed questionnaires assessing their level of learned helplessness as well as ability in mathematics so far. Using a chi-square and two-way ANOVA, results indicated that gender does not significantly determine the level of learned helplessness in mathematics although they both influence students‟ cognitive behaviour independently; there was no significant interaction between gender and level of learned helplessness. These results were discussed and appropriate recommendations made.
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